Characterizing Science Teachers’ Vision of the Role of Talk in High-Quality Science Instruction

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Advancing Theory and Practice in Science Teaching and Learning (Table 34)

Abstract

With the release of the Framework for K-12 Science Education and the Next Generation Science Standards, the field has come to understand that science learning occurs through interaction among students engaging in talk. However, instruction aligned with this vision is limited. To better understand how teachers develop reform-based instructional practices requires we surface teachers' vision of classroom practice. This work describes the Vision of High-Quality Science Talk instrument, building on the work in mathematics education by 1) providing the conceptual groundings for this instrument developed to characterize science teachers' instructional vision of talk; and 2) providing examples characterizing different levels of sophistication in teachers' vision of the role of talk in science instruction.

Authors

• Danielle M. Rhemer, Old Dominion University

• Ruveyde Asli Kaya, Florida State University

• Sherry A. Southerland, Florida State University