Improving Science Instruction for Equitable Classroom Learning, Argumentation, and Conceptual Change

• In Event: Division C Virtual Roundtable

Abstract

Case studies are presented of two middle-school science teachers implementing progressive science pedagogy related to building on students’ reasoning, argumentation, conceptual change, and equitable discourse. Teachers attended a workshop on Minstrell’s “Building on Learner’s Thinking” (BOLT) instructional approach. Some months later, we interviewed and observed the teachers about their perceptions of BOLT and how their teaching practices were evolving. Innovative aspects of BOLT that they reported had affected their teaching practice were (1) using carefully designed tasks to elicit student reasoning at the beginning of a unit, (2) comparing alternative student models, (3) becoming more improvisational with lesson planning, and (4) monitoring teachers’ control of discussions. Results suggest areas where science teachers might benefit from further professional learning.

Authors

• Michael Nussbaum, University of Nevada - Las Vegas
  Presenting Author

• LeAnn G. Putney, University of Nevada - Las Vegas
  Presenting Author

• Sinead Pelleschi, University of Nevada - Las Vegas
  Presenting Author

• Angela Williams, University of Nevada - Las Vegas
  Presenting Author