STEM Teacher Noticing via Video Annotation: Links Between Complexity and Knowledge-Based Reasoning

• In Event: Improving STEM Instruction

Abstract

We examine noticing of science and math teachers as they work to increase student discourse. We ask about knowledge-based reasoning (KBR) while noticing, aiming to clarify the role of content knowledge in KBR. We refine the theoretical construct of teacher noticing by integrating aspects of PCK, applying this conceptualization to annotations made by 88 teachers on videos of their own practice. Mixed-methods analysis of 2492 annotations showed: 1) noticing tended to focus on students and/or practice, with less attention to content; 2) attention to multiple foci (e.g. students, practice, content) increased odds of KBR; and, 3) attention to content increased odds of noticing potential revisions to practice. This study highlights the value of scaffolding attention to content and multiple foci.

Authors

• Lynne Zummo, University of Utah

• Mary Hauser

• Janet Carlson, Stanford University