Using a video club design to promote teacher attention to students' ideas in science

Melissa J. Luna*, Miriam Gamoran Sherin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Original languageEnglish (US)
Pages (from-to)282-294
Number of pages13
JournalTeaching and Teacher Education
Volume66
DOIs
StatePublished - Aug 2017

Keywords

  • Design-based research
  • Elementary science teaching
  • Students' thinking in science
  • Teacher noticing
  • Video club

ASJC Scopus subject areas

  • Education

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