Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-based simulated discussions. Using qualitative methods, 82 teaching reflections from 28 PSTs were analyzed. Findings indicate that in most reflections (66%), the PSTs were able to support co-construction of knowledge in the Mursion® simulations.
This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-based simulated discussions.