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

Melissa J. Luna; Miriam Gamoran Sherin

doi:10.1016/j.tate.2017.04.019

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

Office of the Provost

Research output: Contribution to journal › Article › peer-review

35 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 language	English (US)
Pages (from-to)	282-294
Number of pages	13
Journal	Teaching and Teacher Education
Volume	66
DOIs	https://doi.org/10.1016/j.tate.2017.04.019
State	Published - 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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10.1016/j.tate.2017.04.019

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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.",

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author = "Luna, {Melissa J.} and Sherin, {Miriam Gamoran}",

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AB - 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.

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KW - Teacher noticing

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

Abstract

Keywords

ASJC Scopus subject areas

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