This project will investigate teachers' knowledge of noticing students' science thinking. The project will examine teacher noticing in practice, use empirical evidence to model the teacher knowledge involved, and design teacher learning materials informed by the model. The outcomes of this project will be a model of teachers' knowledge of noticing Appalachian students' thinking in science and the design of web-based interactive instructional materials supporting teachers' knowledge construction around noticing Appalachian students' thinking in science.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Luna, M. J. (2018). What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science. Cognition and Instruction, 36. doi:10.1080/07370008.2018.1496919.*
- Luna, M. J., Selmer, S., & Rye, J. (2018). Teachers’ noticing of students’ thinking in science through classroom artifacts: In what ways are science and engineering practices evident? Journal of Science Teacher Education, 29, 148-172. doi:10.1080/1046560X.2018.1427418.*
- Walkoe, J. D. K. & Luna, M. J. (2019). What we are missing in studies of teacher learning: A call for microgenetic, interactional analyses to examine teacher learning processes. Journal of the Learning Sciences. doi: 10.1080/10508406.2019.1681998.*
- Luna, M. J. & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294.*
- Richards, J., Elby, A., Luna, M. J., Robertson, A., Levin, D., & Nyeggen, C. (2019, in press). Reframing the responsiveness challenge: A framing-anchored explanatory framework to account for irregularity in novice teachers’ attention and responsiveness to student thinking. Cognition and Instruction.*