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Multidimensional Noticing for Teaching Science-as-Practice

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Title: Multidimensional Noticing for Teaching Science-as-Practice
Language: English
Authors: Miray Tekkumru-Kisa (ORCID 0000-0003-0641-7491), Jennifer Richards
Source: Journal of Research in Science Teaching. 2025 62(8):1982-1998.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Science Teachers, Science Education, Science Instruction, Teaching Methods, Observation, Teacher Behavior, Middle School Teachers, Attention, Intuition, Video Technology, Teacher Student Relationship
DOI: 10.1002/tea.70008
ISSN: 0022-4308
1098-2736
Abstract: Taking the "practice turn" in K-12 science classrooms requires students to engage in processes of knowledge building, constructing explanatory accounts of natural phenomena. To support students in these sensemaking opportunities, a significant departure is needed from how science is typically taught in many classrooms. Teachers will need to be more intentional in attending to students' initial intuitions, pursuing their thinking, and figuring out how to respond in ways that will help students to work towards explanatory accounts of phenomena. Thus, cultivating teacher noticing in new ways is essential to supporting science-as-practice in K-12 classrooms. With an attempt to understand the nuances in science teachers' noticing, in this study, we analyzed interviews with two experienced science teachers, during which they examined a video clip from a middle school science classroom. Interview analyses that drew on multiple dimensions simultaneously showed notable distinctions in what teachers noticed within students' thinking and pedagogy, namely which dimensions of 3D learning they attended to, and how they framed students and their science learning occurring in the classroom video. These analyses supported the emergence of a framework for multidimensional noticing for teaching science-as-practice that brings together key dimensions for facilitating students in learning science-as-practice. Joining with other scholars to develop a more nuanced understanding of noticing that acknowledges its multidimensionality, our work contributes to the growing body of knowledge on what science teacher noticing entails for teaching science-as-practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483981
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Miray+Tekkumru-Kisa%22">Miray Tekkumru-Kisa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0641-7491">0000-0003-0641-7491</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Richards%22">Jennifer Richards</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2025 62(8):1982-1998.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1002/tea.70008
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  Data: Taking the "practice turn" in K-12 science classrooms requires students to engage in processes of knowledge building, constructing explanatory accounts of natural phenomena. To support students in these sensemaking opportunities, a significant departure is needed from how science is typically taught in many classrooms. Teachers will need to be more intentional in attending to students' initial intuitions, pursuing their thinking, and figuring out how to respond in ways that will help students to work towards explanatory accounts of phenomena. Thus, cultivating teacher noticing in new ways is essential to supporting science-as-practice in K-12 classrooms. With an attempt to understand the nuances in science teachers' noticing, in this study, we analyzed interviews with two experienced science teachers, during which they examined a video clip from a middle school science classroom. Interview analyses that drew on multiple dimensions simultaneously showed notable distinctions in what teachers noticed within students' thinking and pedagogy, namely which dimensions of 3D learning they attended to, and how they framed students and their science learning occurring in the classroom video. These analyses supported the emergence of a framework for multidimensional noticing for teaching science-as-practice that brings together key dimensions for facilitating students in learning science-as-practice. Joining with other scholars to develop a more nuanced understanding of noticing that acknowledges its multidimensionality, our work contributes to the growing body of knowledge on what science teacher noticing entails for teaching science-as-practice.
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        Value: 10.1002/tea.70008
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1982
    Subjects:
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Intuition
        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Teacher Student Relationship
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