Level | Pre-service teacher science noticing characteristics | |
PSTs focus on | PSTs do not focus on | |
0 | Students’ and teachers’ classroom behavior; gender specific participation; classroom norms and student participation patterns as frequency of student talk. | Science ideas or student ideas. |
1 | Students’ classroom behavior, classroom norms and participation patterns. Big science idea/s or overarching science concepts being discussed. | Teacher behavior and strategies |
2 | Students’ classroom participation, literal student responses. Big science idea/s or overarching science concepts being discussed. | Students’ and teachers’ classroom behavior, classroom norms |
3 | Big science idea/s or overarching science concepts being discussed; critiquing a student idea as “correct” or “incorrect”. | The essence of student thinking |
4 | Attending to student ideas by aligning student ideas with disciplinary knowledge or their content knowledge. | Behavior patterns; classroom norms; categorizing student responses as correct or incorrect |
5 | Making sense of student thinking and then evaluating their thinking for its ability and appropriateness to contribute to scientific sense making in the given context of science discussion. | Alignment of student response with scientific know how; critiquing student ideas as “correct” or “incorrect” |