Teacher noticing in science education: do you see what I see?

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2021-01-02 DOI:10.1080/03057267.2020.1755803

K. Chan, Lihua Xu, Rebecca Cooper, A. Berry, J. V. van Driel

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引用次数: 50

Abstract

ABSTRACT In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students’ mathematical thinking and reasoning. This construct has recently found its way into the science education literature. This paper reviews how the construct of teacher noticing has been understood and empirically investigated in the science education literature. We reviewed 29 empirical studies that focused on science teachers’ noticing and analysed how teacher noticing was defined and conceptualised in terms of its constituent components in these studies as well as the range of approaches used to investigate teacher noticing. Our analysis highlights how the original understanding of, and underlying assumptions about, teacher noticing have shifted as the construct has been imported into the science education literature. This review raises issues related to the investigation of teacher noticing and discusses how the findings of these studies can advance our existing knowledge of science teaching expertise. Finally, we propose directions for future research in this emerging field of research.

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科学教育中的教师注意：你看到我看到的了吗？

近年来，教师注意作为一种结构出现，用于捕捉教师即时教学决策和行动背后的教学专业知识的动态和情境方面。特别是在数学教育研究中，研究了教师注意，以了解教师如何关注和理解学生的数学思维和推理。这种结构最近在科学教育文献中找到了自己的方式。本文回顾了科学教育文献中对教师注意建构的理解和实证研究。我们回顾了29项专注于科学教师注意的实证研究，并分析了这些研究中教师注意的定义和概念化方式，以及用于调查教师注意的方法范围。我们的分析强调，随着这一概念被引入科学教育文献，对教师注意的原始理解和潜在假设是如何发生变化的。这篇综述提出了与教师注意调查相关的问题，并讨论了这些研究的发现如何促进我们对科学教学专业知识的现有认识。最后，提出了这一新兴研究领域未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.

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