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. A further 28% of the reflections indicated that one student was positioned as a “knower,” suggesting the beginning of power shifts within the classroom discussions. In just 6% of the reflections, the teacher was the person responsible for constructing knowledge. These findings suggest that simulations may provide PSTs with opportunities to practice positioning students as capable of explaining and questioning one another's ideas, and to develop teachers' skills to notice the discourse practices they use to build collective consensus in argumentation-based discussions.
Benedict-Chambers, A., Madden, L., Lottero-Perdue, P., Mikeska, J. N., & Park Rogers, M. (2023). Preservice teachers noticing and positioning students as “knowers” in equitable scientific argumentation-based discussions. In S. L. Finley, P. Correll, C. Pearman, & S. Huffman (Eds.), Cultivating critical discourse in the classroom (pp. 180-193). IGI Global.