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1. Improving Teacher Noticing of Students’ Science Ideas with a Dashboard

   Billings, Kelly ; Gerard, Libby ; Linn, Marcia C. ( January 2021 , Computersupported collaborative learning)

   de Vries, E. ; Hod, Y. ; Ahn, J. (Ed.)

   We explore how a Teacher Action Planner (TAP) that synthesizes student ideas impacts teacher noticing. The TAP uses Natural Language Processing (NLP) to detect student ideas in written explanations. We compared teacher noticing while using the TAP to noticing when reviewing student explanations. The TAP helped teachers deepen their analysis of student ideas. We did not see any impact on immediate instructional practice. We propose redesigns to the TAP to better connect noticing to instruction. 

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2. Critical thinking during science investigations: what do practicing teachers value and observe?

   https://doi.org/10.1080/13540602.2023.2191186  

   Butcher, Kirsten R. ; Hudson, Michelle ; Lane, McKenna ; Larson, Madlyn ( August 2023 , Teachers and Teaching)

   This paper examines how practicing teachers approach and evaluate students’ critical thinking processes in science, using the implementation of an online, inquiry-based investigation in middle school classrooms as the context for teachers’ observations. Feedback and ratings from three samples of science teachers were analysed to determine how they valued and evaluated component processes of students’ critical thinking and how such processes were related to their instructional approaches and student outcomes. Drawing from an integrated view of teacher practice, results suggested that practicing science teachers readily observed and valued critical thinking processes that aligned to goal intentions focused on domain content and successful student thinking. These processes often manifested as components of effective scientific reasoning—for example, gathering evidence, analysing data, evaluating ideas, and developing strong arguments. However, teachers also expressed avoidance intentions related to student confusion and uncertainty before and after inquiry-based investigations designed for critical thinking. These findings highlight a potential disconnect between the benefits of productive student struggle for critical thinking as endorsed in the research on learning and science education and the meaning that teachers ascribe to such struggle as they seek to align their instructional practices to classroom challenges. 

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3. The Classroom‐Research‐Mentoring Framework: A lens for understanding science practice‐based instruction

   https://doi.org/10.1002/sce.21835  

   Cooper, Alexandra C. ; Bolger, Molly S. ( January 2023 , Science Education)

   Abstract Reformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in settings ranging from the classroom to the undergraduate research laboratory. We suggest thinking about the potential intersections of guiding students across these contexts is important. We describe the Classroom‐Research‐Mentoring (CRM) Framework as a novel lens for examining science practice‐based instruction. We present a comparative case study of two teachers as they instruct undergraduate students in a model‐based inquiry laboratory. We analyzed stimulated‐recall episodes uncovering how these teachers interacted with their students and the rationale behind their instructional choices. Through the application of the CRM Framework, we revealed ways teachers can have instructional goals that align with those of a research mentor. For example, our teachers had the goals of “creating an inclusive environment open to student ideas,” “acknowledging students as scientists,” and “focusing students on skills and ideas needed to solve biological problems.” We suggest three functions of research mentoring that translate across the classroom and research laboratory settings: (1) build a shared understanding of epistemic aims, (2) support learners in the productive use of science practices, and (3) motivate learner engagement in science practices. 

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4. Linear Data Structures: A Comparison of Novice and Expert Teacher Pedagogical Content Knowledge

   https://doi.org/10.1145/3287324.3293796  

   Hubbard, Aleata ( February 2019 , SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education)

   Pedagogical content knowledge (PCK), which includes knowledge of student understanding and knowledge of instructional strategies to support learning, is a component of teaching expertise that develops over time and with experience. In this poster, I present exploratory work to identify and categorize PCK amongst secondary teachers new to computing. Four teachers participating in a multi-year case study completed a questionnaire where they (a) listed student difficulties with linear data structures and (b) described how they address the topic in their teaching. Using a content analysis approach, I analyzed the quantity and type of responses provided. Since little research exists describing computing PCK, I also compared responses against public data sources gathered from experienced teachers who completed similar tasks. Results show that participants provided more ideas about student difficulties than teaching strategies and they focused equally on difficulties with programming notation and with programming pragmatics and plans. In contrast, the experienced educator list included a wider range of difficulty types. Ideas about teaching strategies focused mostly on presenting information, while the experienced educator list focused mostly on providing problem solving tasks. Unlike participants, the experienced educator list referenced real-life examples as an instructional strategy. Lastly, the responses provided by participants were not simply a subset of the experienced educator list and included unique ideas. On the poster I suggest possible contextual and experiential differences between new and experienced computing teachers that might lead to these differences. 

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5. Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

   https://doi.org/10.1002/tea.21530  

   González‐Howard, María ; McNeill, Katherine L. ( January 2019 , Journal of Research in Science Teaching)

   For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple‐case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice.

    

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