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Article: Teacher noticing in science education: Do you see what I see?

TitleTeacher noticing in science education: Do you see what I see?
Authors
KeywordsTeacher noticing
teaching expertise
professional vision
science education
teacher development
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/rsse20/current
Citation
Studies in Science Education, 2020, Epub 2020-05-19 How to Cite?
AbstractIn 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.
Persistent Identifierhttp://hdl.handle.net/10722/286382
ISSN
2023 Impact Factor: 4.7
2023 SCImago Journal Rankings: 2.838
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, KKH-
dc.contributor.authorXu, LH-
dc.contributor.authorCooper, R-
dc.contributor.authorBerry, A-
dc.contributor.authorvan Driel, JH-
dc.date.accessioned2020-08-31T07:03:03Z-
dc.date.available2020-08-31T07:03:03Z-
dc.date.issued2020-
dc.identifier.citationStudies in Science Education, 2020, Epub 2020-05-19-
dc.identifier.issn1940-8412-
dc.identifier.urihttp://hdl.handle.net/10722/286382-
dc.description.abstractIn 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/rsse20/current-
dc.relation.ispartofStudies in Science Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectTeacher noticing-
dc.subjectteaching expertise-
dc.subjectprofessional vision-
dc.subjectscience education-
dc.subjectteacher development-
dc.titleTeacher noticing in science education: Do you see what I see?-
dc.typeArticle-
dc.identifier.emailChan, KKH: ckhhku@hku.hk-
dc.identifier.authorityChan, KKH=rp02094-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03057267.2020.1755803-
dc.identifier.scopuseid_2-s2.0-85085385551-
dc.identifier.hkuros313628-
dc.identifier.volumeEpub 2020-05-19-
dc.identifier.isiWOS:000536343600001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0305-7267-

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