What Science Teachers Notice: Development of a Rubric to Assess Middle School Science Teachers' Noticing

• In Event: 32.041 - Lights, Camera, Action: Video as a Tool for Teacher Development and Noticing

Abstract

In order to implement effective instructional strategies honoring the notions of reform-based science education, teachers must be able to notice certain aspects of classroom interactions, such as listening to, and interpreting, students’ ideas to help students investigate authentic questions. In this paper, we built a rubric allowing to assess the level of noticing teachers participating in a two-year graduate program exhibit when watching a video of science instruction. The data were collected at three time points: before the program started, after the first year, and at the end of the program. Results show an increase in the level of noticing for the categories ‘lesson format’ and ‘student-centered instruction’, but a decrease in the noticing level in the category ‘student engagement’.

Authors

• Jennifer Donze, University of Houston

• Sissy S. Wong, University of Houston

• Lionnel Ronduen, University of Houston