Christa Jackson, Kelley Woolford Buchheister, Cynthia E. Taylor
Abstract To develop an equity‐centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what prospective teachers notice in a classroom vignette focused on cultural and racial biases. The Equity Noticing Framework focuses on understanding what prospective teachers recognize—or overlook—as bias, oppression, and privilege that permeate educational systems, analyze those events that contribute to inequities, and support prospective teachers in becoming change agents who implement strategies that can eradicate systemic barriers. The results from this study reinforce the importance of devoting time to supporting prospective teachers to become more cognizant of their own beliefs about equity and equitable mathematical practices and providing opportunities to analyze these beliefs through research‐proven attitudes and practices.
{"title":"Interpreting prospective teachers' responses to inequities in a written vignette: A plan for action","authors":"Christa Jackson, Kelley Woolford Buchheister, Cynthia E. Taylor","doi":"10.1111/ssm.12615","DOIUrl":"https://doi.org/10.1111/ssm.12615","url":null,"abstract":"Abstract To develop an equity‐centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what prospective teachers notice in a classroom vignette focused on cultural and racial biases. The Equity Noticing Framework focuses on understanding what prospective teachers recognize—or overlook—as bias, oppression, and privilege that permeate educational systems, analyze those events that contribute to inequities, and support prospective teachers in becoming change agents who implement strategies that can eradicate systemic barriers. The results from this study reinforce the importance of devoting time to supporting prospective teachers to become more cognizant of their own beliefs about equity and equitable mathematical practices and providing opportunities to analyze these beliefs through research‐proven attitudes and practices.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"24 36","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Although research demonstrates the key roles practical experiences play in teachers' learning to notice, few studies have examined teacher noticing in practical contexts. This study addresses the gap by exploring prospective science teachers' (PSTs) noticing in an authentic practical setting afforded through a school‐based practicum associated with a block of site‐based science methods and curriculum courses. With five secondary PSTs' daily journals and critical incidents they wrote as they engaged in interactions in science classes, we investigated what PSTs focused their attention on, the ways they process information to make selective attention, and how they appraised the identified events. The study design also allowed us to examine PSTs noticing variations within the same context when they worked as pairs within the same classrooms. Based on the results of the data analysis, we identified two psychological processes PSTs went through to decide what to notice, demonstrated the idiosyncratic nature of their noticing in the same practical context, and illustrated PSTs' wide range of attention and diverse ways of reasoning.
{"title":"Prospective science teachers' noticing: An exploration in an authentic practical context","authors":"Lu Wang, J. Steve Oliver","doi":"10.1111/ssm.12616","DOIUrl":"https://doi.org/10.1111/ssm.12616","url":null,"abstract":"Abstract Although research demonstrates the key roles practical experiences play in teachers' learning to notice, few studies have examined teacher noticing in practical contexts. This study addresses the gap by exploring prospective science teachers' (PSTs) noticing in an authentic practical setting afforded through a school‐based practicum associated with a block of site‐based science methods and curriculum courses. With five secondary PSTs' daily journals and critical incidents they wrote as they engaged in interactions in science classes, we investigated what PSTs focused their attention on, the ways they process information to make selective attention, and how they appraised the identified events. The study design also allowed us to examine PSTs noticing variations within the same context when they worked as pairs within the same classrooms. Based on the results of the data analysis, we identified two psychological processes PSTs went through to decide what to notice, demonstrated the idiosyncratic nature of their noticing in the same practical context, and illustrated PSTs' wide range of attention and diverse ways of reasoning.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"55 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135166881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett
Abstract The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks ( Journal for Research in Mathematics Education , 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments.
教师关注学生数学思维的实践通常包括三个相互关联的组成部分:关注学生的策略，解释学生的理解，在学生理解的基础上决定如何应对。这种实践在技术介导的环境中(例如，使用技术增强的数学任务)变得更加复杂，因为它需要关注和解释学生与技术的互动。当前的框架隐含地假设实践包括注意学生在工作中使用工具(包括技术工具)的方式，但没有明确强调工具的作用。虽然研究表明，使用这些框架有助于职前中学数学教师(pst)发展注意实践，但研究也表明，pst在很大程度上忽视了学生在从事技术增强任务时的技术参与(Journal for research in mathematics Education, 2010;41(2): 169 - 202)。在本文中，我们描述了我们对Jacobs等人的教师注意学生数学思维框架的调整，包括在技术介导的环境中注意学生的技术工具参与的重点，即技术介导环境中的注意(NITE)框架。我们描述了该框架的理论基础，提供了一个视频案例，然后说明了数学教师教育工作者如何使用该框架来支持pst在学生在技术介导的环境中工作时的注意。
{"title":"A framework to support teacher noticing of students' mathematical thinking in <scp>technology‐mediated</scp> environments","authors":"Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett","doi":"10.1111/ssm.12601","DOIUrl":"https://doi.org/10.1111/ssm.12601","url":null,"abstract":"Abstract The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks ( Journal for Research in Mathematics Education , 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"6 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael S. Meagher, Jennifer N. Lovett, Allison W. McCulloch
Abstract Middle school students ( n = 144) worked with an applet specially designed to introduce the concept of function without using algebraic representations. The purpose of the study was to examine whether the applet would help students understand function as a relationship between a set of inputs and a set of outputs and to begin to develop a definition of function based on that relationship. Results indicate that, by focusing on consistency of the outputs, the students, at a rate of approximately 80%, are able to distinguish functions from nonfunctions. Also, students showed some promise in recognizing constant functions as functions, a known area of common misconceptions. Students' main conceptual difficulty, likely caused by the context, was accepting nonintuitive outputs even if those outputs were consistent.
{"title":"Middle school students' development of an understanding of the concept of function using an applet with no algebraic representations","authors":"Michael S. Meagher, Jennifer N. Lovett, Allison W. McCulloch","doi":"10.1111/ssm.12622","DOIUrl":"https://doi.org/10.1111/ssm.12622","url":null,"abstract":"Abstract Middle school students ( n = 144) worked with an applet specially designed to introduce the concept of function without using algebraic representations. The purpose of the study was to examine whether the applet would help students understand function as a relationship between a set of inputs and a set of outputs and to begin to develop a definition of function based on that relationship. Results indicate that, by focusing on consistency of the outputs, the students, at a rate of approximately 80%, are able to distinguish functions from nonfunctions. Also, students showed some promise in recognizing constant functions as functions, a known area of common misconceptions. Students' main conceptual difficulty, likely caused by the context, was accepting nonintuitive outputs even if those outputs were consistent.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"47 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patricio Herbst, Amanda Brown, Daniel Chazan, Nicolas Boileau, Irma Stevens
Abstract We contribute to the understanding of teacher noticing by focusing on what a teacher may notice in students' mathematical contributions in the context of problem‐based lessons. Complementing approaches to research on noticing that focus on individual teachers' perceptual, cognitive, or situated skills, this conceptual article offers four categories of perception as examples of affordances available in the practice of teaching mathematics through problems. These include (1) the familiar instructional situations available to frame the problem, and the possibility to see student's work as (2) responsive to the problem, (3) serviceable for the knowledge at stake, and (4) normative with respect to the instructional situation used to frame the problem. The article shows examples of how teachers recognize responsiveness, serviceability, and normativity of student contributions and calls for research that can further uncover how such recognition may matter in the practice of teaching.
{"title":"Framing, responsiveness, serviceability, and normativity: Categories of perception teachers use to relate to students' mathematical contributions in problem‐based lessons","authors":"Patricio Herbst, Amanda Brown, Daniel Chazan, Nicolas Boileau, Irma Stevens","doi":"10.1111/ssm.12600","DOIUrl":"https://doi.org/10.1111/ssm.12600","url":null,"abstract":"Abstract We contribute to the understanding of teacher noticing by focusing on what a teacher may notice in students' mathematical contributions in the context of problem‐based lessons. Complementing approaches to research on noticing that focus on individual teachers' perceptual, cognitive, or situated skills, this conceptual article offers four categories of perception as examples of affordances available in the practice of teaching mathematics through problems. These include (1) the familiar instructional situations available to frame the problem, and the possibility to see student's work as (2) responsive to the problem, (3) serviceable for the knowledge at stake, and (4) normative with respect to the instructional situation used to frame the problem. The article shows examples of how teachers recognize responsiveness, serviceability, and normativity of student contributions and calls for research that can further uncover how such recognition may matter in the practice of teaching.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"25 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melissa J. Luna, Malayna Bernstein, Janet D. K. Walkoe
Abstract Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP). We then offer an illustration of teachers participating in a video club specifically designed to support noticing students' disciplinary thinking in science—and show how the teachers' talk positioned them to see the cultural foundations of student learning, a perspective that lays the groundwork for teachers to teach in culturally sustaining ways. With an eye to developing future designs of video clubs that highlight disciplinary thinking in both mathematics and science alongside cultural resources—and the intersections therein—in this article, we begin the foundational work of better understanding the theoretical connections across both cultural and disciplinary ways of seeing, knowing, and responding.
{"title":"Intersections of teacher noticing and culturally sustaining pedagogy: <scp>A</scp> conceptual framework to inform the design of teacher learning","authors":"Melissa J. Luna, Malayna Bernstein, Janet D. K. Walkoe","doi":"10.1111/ssm.12611","DOIUrl":"https://doi.org/10.1111/ssm.12611","url":null,"abstract":"Abstract Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP). We then offer an illustration of teachers participating in a video club specifically designed to support noticing students' disciplinary thinking in science—and show how the teachers' talk positioned them to see the cultural foundations of student learning, a perspective that lays the groundwork for teachers to teach in culturally sustaining ways. With an eye to developing future designs of video clubs that highlight disciplinary thinking in both mathematics and science alongside cultural resources—and the intersections therein—in this article, we begin the foundational work of better understanding the theoretical connections across both cultural and disciplinary ways of seeing, knowing, and responding.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study explores calculus students' opportunities to learn the concepts of integral by examining one mathematician's videotaped lessons and the textbook. Results show that both lessons and the textbook introduce important cognitive resources briefly and focus on other units of knowledge. Implications to these results are also discussed.
{"title":"How do students learn definite integrals? Exploring students' learning opportunities","authors":"Dae S. Hong","doi":"10.1111/ssm.12605","DOIUrl":"https://doi.org/10.1111/ssm.12605","url":null,"abstract":"Abstract This study explores calculus students' opportunities to learn the concepts of integral by examining one mathematician's videotaped lessons and the textbook. Results show that both lessons and the textbook introduce important cognitive resources briefly and focus on other units of knowledge. Implications to these results are also discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Teacher noticing has been identified as central to enacting responsive and equitable mathematics instruction. Mathematics teachers' noticing is shaped by institutional and sociopolitical narratives and ideologies that persistently marginalize culturally, socially, linguistically, and neuro‐diverse learners. Gaining insight into how one's noticing is related to these narratives can enable a teacher to identify and reflect on how they frame, attend to, and interpret classroom activity, and how that in turn can perpetuate or disrupt inequitable mathematics instruction. We conjectured that learning to systematically analyze and reflect on their own noticing can enable preservice mathematics teachers to develop their awareness of themselves as noticers to support more responsive and equitable instructional practice. Using data from summative assignments in a course focused on learning from teaching, we investigate whether and how preservice teachers (PSTs) take up frameworks for responsive and equitable teaching to narrate their noticing, and examine what their narrations reveal about how they frame mathematics instruction. Analysis reveals PSTs problematized instruction to adopt aspirational frames for equitable practice, while also re‐narrating classroom interactions from dominant perspectives. These findings have implications for PSTs' learning to notice for equity and for designing teacher education experiences for this purpose.
{"title":"“My noticing lens disrupts this narrative”: Preservice mathematics teachers' awareness of the self as noticer","authors":"Ethan Rubin, Elizabeth A. van Es","doi":"10.1111/ssm.12618","DOIUrl":"https://doi.org/10.1111/ssm.12618","url":null,"abstract":"Abstract Teacher noticing has been identified as central to enacting responsive and equitable mathematics instruction. Mathematics teachers' noticing is shaped by institutional and sociopolitical narratives and ideologies that persistently marginalize culturally, socially, linguistically, and neuro‐diverse learners. Gaining insight into how one's noticing is related to these narratives can enable a teacher to identify and reflect on how they frame, attend to, and interpret classroom activity, and how that in turn can perpetuate or disrupt inequitable mathematics instruction. We conjectured that learning to systematically analyze and reflect on their own noticing can enable preservice mathematics teachers to develop their awareness of themselves as noticers to support more responsive and equitable instructional practice. Using data from summative assignments in a course focused on learning from teaching, we investigate whether and how preservice teachers (PSTs) take up frameworks for responsive and equitable teaching to narrate their noticing, and examine what their narrations reveal about how they frame mathematics instruction. Analysis reveals PSTs problematized instruction to adopt aspirational frames for equitable practice, while also re‐narrating classroom interactions from dominant perspectives. These findings have implications for PSTs' learning to notice for equity and for designing teacher education experiences for this purpose.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School Science and MathematicsEarly View PROBLEMS Problem Section Albert Natian, Albert Natian Section EditorSearch for more papers by this author Albert Natian, Albert Natian Section EditorSearch for more papers by this author First published: 16 October 2023 https://doi.org/10.1111/ssm.12620Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
学校科学与数学，早期问题，问题部分Albert Natian, Albert Natian部分编辑搜索更多作者的论文，Albert Natian部分编辑搜索更多作者的论文，首次发表:2023年10月16日https://doi.org/10.1111/ssm.12620Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要在包含问题之前的早期视图在线记录版本相关信息
{"title":"Problem Section","authors":"Albert Natian","doi":"10.1111/ssm.12620","DOIUrl":"https://doi.org/10.1111/ssm.12620","url":null,"abstract":"School Science and MathematicsEarly View PROBLEMS Problem Section Albert Natian, Albert Natian Section EditorSearch for more papers by this author Albert Natian, Albert Natian Section EditorSearch for more papers by this author First published: 16 October 2023 https://doi.org/10.1111/ssm.12620Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael Coe, David Jones, Anna Kiley, Carolyn Hester, Tony Ward
Abstract The United Nations has identified the COVID‐19 pandemic as the largest global disruption of education in history. Collaborative and hands‐on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large‐scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared. Since 2019, the REACH program has worked with schools in Montana, Idaho, Alaska, and Hawaii to educate students about air quality and health. The program also provides a framework and support for teachers to incorporate rudimentary student‐led scientific field research in middle and high school science courses. Through student and teacher surveys, we inquired about how the pandemic affected program experiences during the 2020/2021 and 2021/2022 school years. Responses from 416 students and 31 teachers showed both difficulties and adaptive capacity in implementing the REACH program during COVID‐19‐related restrictions. It is encouraging to appreciate the resilience of students and teachers as they adapted to emergency remote teaching and learning strategies. However, the extent and the specific kinds of difficulties they encountered may inform efforts to help schools and teachers become better prepared for potential future events that may disrupt in‐classroom learning.
{"title":"Learning from <scp>COVID‐19</scp>: Research education in troubling times","authors":"Michael Coe, David Jones, Anna Kiley, Carolyn Hester, Tony Ward","doi":"10.1111/ssm.12617","DOIUrl":"https://doi.org/10.1111/ssm.12617","url":null,"abstract":"Abstract The United Nations has identified the COVID‐19 pandemic as the largest global disruption of education in history. Collaborative and hands‐on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large‐scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared. Since 2019, the REACH program has worked with schools in Montana, Idaho, Alaska, and Hawaii to educate students about air quality and health. The program also provides a framework and support for teachers to incorporate rudimentary student‐led scientific field research in middle and high school science courses. Through student and teacher surveys, we inquired about how the pandemic affected program experiences during the 2020/2021 and 2021/2022 school years. Responses from 416 students and 31 teachers showed both difficulties and adaptive capacity in implementing the REACH program during COVID‐19‐related restrictions. It is encouraging to appreciate the resilience of students and teachers as they adapted to emergency remote teaching and learning strategies. However, the extent and the specific kinds of difficulties they encountered may inform efforts to help schools and teachers become better prepared for potential future events that may disrupt in‐classroom learning.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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