Multidimensional Noticing for Science Teaching and Learning

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Research on Science Teacher Learning (Table 11)

Abstract

Facilitating students in the process of knowledge building requires teachers to attend to students’ initial intuitions, pursue their thinking, and figure out how to respond in ways that will be generative for their learning. Teaching science by leveraging students’ ideas and assets hinges on teachers’ noticing. In this proposal, we theorize the emergence of a multidimensional noticing for science teaching and learning that can support teachers’ productive inquiry toward facilitating students in learning science as practice. We draw on the interviews that we conducted with two 8th grade science teachers in which they analyzed a classroom video. Our analysis revealed patterns demonstrating differences in the dimensions and approaches teachers used in their attention to student thinking and pedagogy.

Authors

• Miray Tekkumru-Kisa, RAND Corporation
  Presenting Author

• Jennifer Richards, Northwestern University
  Non-Presenting Author