Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work
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Stephanie A. Murray [1] ; Robert Huie [2] ; Rebecca Lewis [4] ; Scott Balicki [2] ; Michael Clinchot [2] ; Gregory Banks [2] ; Vicente Talanquer [3] ; Hannah Sevian [1]
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[1] University of Massachusetts System
University of Massachusetts System
City of Boston, Estados Unidos
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[2] Boston Public Schools
Boston Public Schools
City of Boston, Estados Unidos
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[3] University of Arizona
University of Arizona
Estados Unidos
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[4] Hingham Public Schools, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 10, 2020, págs. 3478-3489
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how experienced chemistry teachers notice and interpret student thinking shown in written work, and how they respond to what they learn about it. Drawing on qualitative methods from different educational fields, we analyzed data collected during focus groups of middle and high school teachers. Using a “chemical thinking” lens, teachers’ formative assessment practices were characterized as descriptive vs inferential in noticing, evaluative vs sense-making in interpreting, and directive vs responsive in acting. Four major patterns emerged in teachers’ interpreting of student thinking and proposed acting. These patterns affected the diversity of ideas that teachers noticed in student work. Ways of using the findings are offered for chemistry teachers wishing to examine and diversify their own noticing practices, and for professional development efforts in this area.
