Abstract
In order to effectively implement inquiry practices in science, teachers must be able to attend to student thinking and adjust their lessons to build on and respond to student ideas. Research on experienced teachers suggests that their understandings of learners influence their instructional decision-making. However, the research on teacher education has mixed results about preservice teachers' ability to attend to students' ideas (Davis et al, 2006). Although preservice teachers may recognize that learners have prior knowledge they usually do not take into account students' ideas in their teaching practices (Friedrichsen et al, 2009). In this paper, we report on preservice teachers' ability to notice students' ideas (as manifested in written models) and respond to these ideas in subsequent instructional planning. Our data is drawn from clinical interviews conducted with 15 preservice teachers at the end of each of four consecutive methods courses (total of 60 interviews) in a two-year certification program.
| Original language | English (US) |
|---|---|
| Pages | 190-198 |
| Number of pages | 9 |
| State | Published - 2010 |
| Event | 9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: Jun 29 2010 → Jul 2 2010 |
Other
| Other | 9th International Conference of the Learning Sciences, ICLS 2010 |
|---|---|
| Country/Territory | United States |
| City | Chicago, IL |
| Period | 6/29/10 → 7/2/10 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education