Supporting Scientific Practices in Elementary and Middle School Classrooms

We aim to support pedagogical reasoning in science classrooms by engaging pre-service science teachers in a new practice—pedagogical argumentation—that makes grappling with student ideas a socially necessary aspect of pedagogical reasoning. This collaborative discourse practice can create a community environment that will support pre-service teachers as they attend to and explore responses to student ideas. The study addresses these questions:
1.) What cognitive, social, and/or contextual resources do pre-service teachers bring to bear during pedagogical argumentation?
2.) How can we support the development of those resources?
3.) How does developing and refining such resources impact teachers’ pedagogical reasoning?



Completed on August 31, 2017

Contact Information

Leema Berland