I am serving on a science teaching video consensus panel. In preparation for our first meeting in March, the following prompt was put to us by Kathy Roth of Lesson Lab, the project PI.
At this point in time, what would you nominate as the top 5 features of science teaching that would benefit from a shared coding language within the science education community? In thinking about your nominations, please consider:
(a) the wide usefulness of your nominated feature (e.g., many researchers would be interested in this),
(b) current confusion about how to define/codify this feature of science teaching, and
(c) potential/evidence that the nominated feature is predictive/supportive of student learning.
Here's my short list.
1. Assessing and attending to students' prior knowledge of science concepts (children's thinking and ideas)
2. Giving priority to evidence and explanation in science teaching (explanation-driven inquiry)
3. Classroom discourse (norms of making claims, supporting claims with evidence, challenging claims on the basis of evidence, etc.)
4. Questioning for the purpose of assessing and monitoring students' conceptual development AND for scaffolding learning (identification of patterns in data, construction of claims, etc.)
5. Coherence among content representation (content storyline)
What do you think?
At this point in time, what would you nominate as the top 5 features of science teaching that would benefit from a shared coding language within the science education community? In thinking about your nominations, please consider:
(a) the wide usefulness of your nominated feature (e.g., many researchers would be interested in this),
(b) current confusion about how to define/codify this feature of science teaching, and
(c) potential/evidence that the nominated feature is predictive/supportive of student learning.
Here's my short list.
1. Assessing and attending to students' prior knowledge of science concepts (children's thinking and ideas)
2. Giving priority to evidence and explanation in science teaching (explanation-driven inquiry)
3. Classroom discourse (norms of making claims, supporting claims with evidence, challenging claims on the basis of evidence, etc.)
4. Questioning for the purpose of assessing and monitoring students' conceptual development AND for scaffolding learning (identification of patterns in data, construction of claims, etc.)
5. Coherence among content representation (content storyline)
What do you think?