Pedagogy

Examining Technology-Supported Teacher Responding and Students’ Written Mathematical Explanations

This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the revisions that students make to their written explanations after teacher responding and very few explore this in authentic classroom contexts.

Author/Presenter

James P. Bywater

Sarah Lilly

Jennifer L.Chiu

Lead Organization(s)
Year
2022
Short Description

This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the revisions that students make to their written explanations after teacher responding and very few explore this in authentic classroom contexts.

Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing.

Author/Presenter

Melissa Luna

Sarah Selmer

Lead Organization(s)
Year
2021
Short Description

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice.

Increasing Engagement during Online Learning through the Use of Interactive Slides

It is difficult in asynchronous online instruction to keep students engaged and motivated. The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the laboratory experience. One economical and accessible approach to building an interactive lab experience is making web-based interactive slides.

Author/Presenter

Nazzy Pakpour

Isabel Souto

Pamela Schaffer

Year
2021
Short Description

The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the laboratory experience. One economical and accessible approach to building an interactive lab experience is making web-based interactive slides. In the virtual spaces created by this approach, students can explore different modalities of content in a nonlinear and asynchronous manner.

Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate

In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-Based Reasoning framework to assess student tasks and interviews from a 3-week, project-developed, model-based curriculum.

Author/Presenter

Devarati Bhattacharya

Kim Carroll Steward

Cory T. Forbes

Lead Organization(s)
Year
2021
Short Description

In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC).

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking.

Author/Presenter
Jessica Watkins

Merredith Portsmore

Lead Organization(s)
Year
2021
Short Description

We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation.

Author/Presenter

Yuling Zhuang

AnnaMarie Conner

Year
2022
Short Description

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.

“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms

School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed.

Author/Presenter

Maria Varelas

Rebecca T. Kotler

Hannah D. Natividad

Nathan C. Phillips

Rachelle P. Tsachor

Rebecca Woodard

Marcie Gutierrez

Miguel A. Melchor

Maria Rosario

Year
2021
Short Description

School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school- and university-based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers.

Climate Crisis Learning through Scaffolded Instructional Tools

Objective
Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains.

Method
This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.

Author/Presenter

Janelle M. Bailey

Sonia Jamani

Timothy G. Klavon

Joshua Jaffe

Svetha Mohan

Year
2021
Short Description

Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.

Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)

This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children with
equitable access to quality science education; particularly in urban communities. Teachers play a vital role in addressing this challenge. By equipping them with the pedagogical knowledge

Author/Presenter

Brian Williams

Diane Truscott

Nancy Schafer

Ana Solano Campos

Stephanie Byrd

Lead Organization(s)
Year
2021
Short Description

This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children with
equitable access to quality science education; particularly in urban communities. Teachers play a vital role in addressing this challenge. By equipping them with the pedagogical knowledge
needed to employ culturally relevant/responsive practices, teachers will be better prepared to address the challenges related to broadening participation in science. SCI-Bridge is a teacher
development project that seeks to address inequities in access to quality science instruction in urban elementary schools. The project will test a professional learning model that (1) integrates
the theoretical principles of culturally relevant/responsive pedagogy with best practices in science education and (2) prepares teachers to use three evidence-based practices: culturally
responsive classroom management (CRCM), facilitated discourse, and anchoring.

Culturally Relevant Pedagogy in Science: The SCI-Bridge Model

Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper presents scholarly work supported by a National Science Foundation Discovery Research K-12 grant. A new science instructional model that intersects effective practices in science education with the theoretical principles of culturally relevant pedagogy is provided.

Author/Presenter

Diane Truscott

Brian Williams

Nancy Jo Schafer

Ana Solano-Campos

Stephanie Byrd

Lead Organization(s)
Year
2021
Short Description

Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper presents scholarly work supported by a National Science Foundation Discovery Research K-12 grant. A new science instructional model that intersects effective practices in science education with the theoretical principles of culturally relevant pedagogy is provided. Grounded in evidence-based practice, the new model, SCI-Bridge, features how culturally responsive classroom management, facilitated discourse, and contextual anchoring can be implemented as part of science instruction in elementary classrooms.