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Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice. These actors interact in the assemblage to mediate teachers’ policy dilemmas and policy responses, as they play with policies. Our findings indicate a need to look more closely at the interactions of policies with one another in teachers’ policy play, policy dilemmas as learning opportunities, the importance of social relationships with administrators in teachers’ policy play, and the dangers of lethal fidelity in adoption. We see these findings as tools to assist teacher educators in planning for future teacher learning around their role as translators and implementers of policy.

 

Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional develop- ment settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemak- ing. Sensemaking around science teaching includes grappling with epis- temic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science. 

Abstract Field geologists are increasingly using unmanned aerial vehicles (UAVs or drones), although their use involves significant cognitive challenges for which geologists are not well trained. On the basis of surveying the user community and documenting experts’ use in the field, we identified five major problems, most of which are aligned with well-documented limits on cognitive performance. First, the images being sent from the UAV portray the landscape from multiple different view directions. Second, even with a constant view direction, the ability to move the UAV or zoom the camera lens results in rapid changes in visual scale. Third, the images from the UAVs are displayed too quickly for users, even experts, to assimilate efficiently. Fourth, it is relatively easy to get lost when flying, particularly if the user is unfamiliar with the area or with UAV use. Fifth, physical limitations on flight time are a source of stress, which renders the operator less effective. Many of the strategies currently employed by field geologists, such as postprocessing and photogrammetry, can reduce these problems. We summarize the cognitive science basis for these issues and provide some new strategies that are designed to overcome these limitations and promote more effective UAV use in the field. The goal is to make UAV-based geological interpretations in the field possible by recognizing and reducing cognitive load. 

Understanding and communicating uncertainty is a key skill needed in the practice of science. However, there has been little research on the instruction of uncertainty in undergraduate science education. Our team designed a module within an online geoscience field course which focused on explicit instruction around uncertainty and provided students with an uncertainty rating scale to record and communicate their uncertainty with a common language. Students then explored a complex, real-world geological problem about which expert scientists had previously made competing claims through geologic maps. Provided with data, expert uncertainty ratings, and the previous claims, students made new geologic maps of their own and presented arguments about their claims in written form. We analyzed these reports along with assessments of uncertainty. Most students explicitly requested geologists’ uncertainty judgments in a post-course assessment when asked why scientists might differ in their conclusions and/or utilized the rating scale unprompted in their written arguments. Through the examination of both pre- and post-course assessments of uncertainty and students’ course-based assessments, we argue that explicit instruction around uncertainty can be introduced during undergraduate coursework and could facilitate geoscience novices developing into practicing geoscientists.