SIG-Science Teaching and Learning

Moving Talk Forward: Novice Science Teachers Approximate the Practice of Leading Science Discourse - Tammy Lee, East Carolina University; Bonnie Glass, East Carolina University

Teacher Noticing and Leveraging of Student Thinking in Science Lessons and Debriefs of Classroom Videos - Alfred M Limbere, Montclair State University; Mika Munakata, Montclair State University; Emily J. Klein, Montclair State University; Monica Taylor, Montclair State University

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Yearlong Participation in Professional Learning - Matthew Wilsey, Stanford University; Coralie F Delhaye, Stanford University; Melissa Collins, Lawrence Hall of Science, University of California - Berkeley; Sara Allan, Lawrence Hall of Science, University of California - Berkeley; Emily V. Reigh, Stanford University; Hilda Borko, Stanford University; Jonathan F. Osborne, Stanford University

The Ripple Effect of Epistemological Framing: Linking Epistemology, Teacher Moves, and Student Learning - Sherry A. Southerland, Florida State University; jennifer schellinger, The Florida State University; Lama Ziad Jaber, Florida State University; Sierra Morandi, Florida State University – Tallahassee; Harini Krishnan, Florida State University; Miray Tekkumru-Kisa, Florida State University

Parul Acharya, Columbus State University