Supporting Science Talk From the Start of School: The Development of a Formative Observation Tool

• In Event: Helping Science Teachers Attend to Language and Student Talk

Abstract

While there is evidence that young students are capable of making sense of scientific phenomena, K-2 teachers may struggle to provide opportunities for rich sensemaking talk in their classrooms. In this paper we describe the iterative design and testing of a formative observational tool (the Tool) used as part of a professional development focused on supporting science talk in K-2 classrooms. Findings suggest that the Tool met standards for reliability and validity. Additionally, instructional coaches were able to use the Tool to guide productive reflections with teachers about their science instruction. This Tool, used as part of a professional development system, can help cultivate a more equitable education system in which all students have rich science experiences beginning in kindergarten.

Authors

• Amelia Wenk Gotwals, Michigan State University

• Tanya S. Wright, Michigan State University

• Arianna Pikus, Michigan State University

• Blythe E. Anderson, University at Buffalo - SUNY