Search

This explanatory sequential mixed methods study investigated how a professional learning system involving an interplay of teachers' own classroom video, analysis tools and coaching helped teachers notice students' thinking. The system comprised teachers scrutinizing video evidence of their students' ideas, using software tools to analyze the particulars of student thinking, and engaging in video studies with a coach to sharpen their emerging insights. Thirteen elementary grade science teachers participated in a professional learning program. They videotaped their science discussions and used a video analysis software to study their videos with a program coach. Transcripts of teachers' baseline and post-program video studies were analyzed quantitatively. For three of those teachers, transcripts of their video studies during the program were analyzed qualitatively. All teachers increasingly attended to and interpreted students' thinking and focused on specific student ideas. They studied noteworthy events from the video and adopted a particular "lens" to scrutinize their students' thinking. Teachers drew on their knowledge of the curriculum and students and feedback from their coach. The paper elaborates key findings and implications in light of the relevant literature.

The paper reports findings from research into the extent to which an on-line course, "Try Science", achieved its objectives compared with a face-to-face course with the same content and objectives. "Try Science" has the dual aims of developing participants' understanding of science content and of teaching science through enquiry. Whilst the research involved collection of information about the learning processes and products of the 15 teachers studying on-line and the 18 studying on-campus, this paper focuses on the experience of the course participants and course leaders. A summary of other findings is provided. On-line postings were summarised using categories relating to the course objectives and compared with data from observing and video-recording the on-campus course sessions. In both courses teachers were regularly using science enquiry skills during their science investigations. On-line participants reflected on their learning and on the process of enquiry to a greater extent than the on-campus participants.