Developing an Instrument to Evaluate the Noticing Skills of Pre-Service Science Teachers

Abstract

Science teachers need to attend to students’ science-related thoughts in a learning environment with many complex factors, analyze these thoughts, and plan the next step of their teaching. These essential competencies, commonly referred to as "noticing skills," are indispensable for any proficient teacher. However, the use of research tools, such as video cameras and clips, to collect data on these skills from both teachers and pre-service teachers can prove to be both costly and time-inefficient. Therefore, this study has two purposes: (1) to develop a valid and reliable measurement tool that is easy to apply, low-cost, and provides rich data to measure pre-service science teachers’ noticing skills, and (2) to determine the level of pre-service science teachers’ noticing skills. Accordingly, student experiment reports were designed in the context of inquiry and the content of electrical circuits and used as a data collection tool. Expert opinion was taken, and a pilot study was conducted to provide validity. Inter-coder reliability was ensured during the analysis by using the coding list and rubrics. The results showed that the designed student experiment reports were valid and reliable for measuring pre-service science teachers’ noticing skills. The results also revealed that pre-service science teachers’ noticing skills were at a low level. Accordingly, pre-service science teachers mostly focused on more general elements rather than students’ thoughts about electrical circuits, analyzed the students’ thoughts and skills at a low level, and were not effective in planning the next step of teaching. Suggestions were made regarding the use of the measurement tool and the pre-service science teachers’ noticing skills.

Keywords

• electric circuits
• inquiry skills
• pre-service science teachers
• student experiment reports
• teacher noticing skills

Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması

Abstract

Fen bilgisi öğretmenlerinin farklı türde çok sayıda etmenin yer aldığı öğrenme ortamlarında öğrencilerin fen ile ilişkili düşüncelerine katılmaları, analiz etmeleri ve öğretimlerinin bir sonraki adımını planlamaları gerekmektedir. Fark etme becerisi olarak isimlendirilen bu beceriler yetkin bir öğretmenin etkili bir şekilde yerine getirmesi gereken uygulamalardır. Ancak öğretmen ve öğretmen adaylarının bu becerileri hakkında veri toplamak için araştırmalarda kullanılan video kamera ve video klip gibi araçların yüksek maliyetli ve zaman açısından verimsiz olmaları yapılacak çalışmaları güçleştirmektedir. Bu sebeple bu çalışmanın iki amacı vardır: (1) fen bilgisi öğretmen adaylarının fark etme becerilerini ölçmek için uygulanması kolay, düşük maliyetli ve zengin bir veri sağlayan geçerli ve güvenilir bir ölçme aracı geliştirmek ve (2) fen bilgisi öğretmen adaylarının fark etme becerilerinin seviyesini belirlemektir. Bu doğrultuda araştırma sorgulama bağlamında ve elektrik devreleri içeriğinde öğrenci deney raporları tasarlanarak veri toplama aracı olarak kullanılmıştır. Ölçeğin geçerlik çalışması için uzman görüşü alınmış ve fen bilgisi öğretmen adaylarıyla pilot çalışması yapılmıştır. Kodlama listesi ve rubrikler kullanılarak analizler sırasında kodlayıcılar arası güvenirlik sağlanmıştır. Sonuçlar tasarlanan öğrenci deney raporlarının fen bilgisi öğretmen adaylarının fark etme becerilerini ölçmek için geçerli ve güvenilir olduğunu göstermiştir. Ayrıca, fen bilgisi öğretmen adaylarının fark etme becerilerinin yeterince iyi bir seviyede olmadığı ortaya çıkmıştır. Buna göre fen bilgisi öğretmen adayları çoğunlukla öğrencilerin fen ile ilişkili olan düşünceleri yerine daha genel öğelere katılım göstermiş, öğrencilerin düşünceleri ve becerilerine katılım gösterdiği öğeleri genellikle düşük bir seviyede analiz etmiş ve öğrenmenin bir sonraki adımını planlamada yeterince etkili olamamışlardır. Ulaşılan sonuçlara göre tasarlanan ölçme aracının kullanımı ve fen bilgisi öğretmen adaylarının fark etme becerilerine ilişkin önerilerde bulunulmuştur.

Keywords

• araştırma sorgulama becerileri
• elektrik devreleri
• fark etme becerileri
• fen bilgisi öğretmen adayları
• öğrenci deney raporları

References

1. Abell, S. K., Bryan, L. A., & Anderson, M. A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education, 82, 491–509. Retrieved June 24, 2022, from https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<491::AID-SCE5>3.0.CO;2-6
2. Altun, S. (2009). Üç aşamalı bir testle fen bilgisi öğretmen adaylarının basit elektrik devreleri konusundaki kavram yanılgılarının tespiti. Bayburt Eğitim Fakültesi Dergisi, 4(1), 72-79. Retrieved April 10, 2023, from https://dergipark.org.tr/en/pub/befdergi/issue/23159/247373
3. Ateş, S. (Ed). (2019). Bilimsel muhakeme (Akıl yürütme). Palme Yayıncılık.
4. Aydeniz, M., & Dogan, A. (2016). Exploring pre-service science teachers’ pedagogical capacity for formative assessment through analyses of student answers. Research in Science & Technological Education, 34(2), 125-141. Retrieved June 24, 2022, from https://doi.org/10.1080/02635143.2015.1092954
5. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2014.09.005
6. Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 59, 28-44. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2016.05.009
7. Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55. Retrieved June 24, 2022, from https://doi.org/10.1002/sce.20286
8. Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher education, 27(7), 1131-1140. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2011.04.008

9. Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2021). Teacher noticing in science education: do you see what I see? Studies in Science Education, 57(1), 1-44. Retrieved June 24, 2022, from https://doi.org/10.1080/03057267.2020.1755803
10. Chan, K. K. H., & Yau, K. W. (2021). Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment. International Journal of Science and Mathematics Education, 19, 289-311. Retrieved April 10, 2023 from https://doi.org/10.1007/s10763-020-10056-y
11. Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research. New York: Pearson.
12. Dalvi, T., & Wendell, K. (2017). Using student video cases to assess pre-service elementary teachers’ engineering teaching responsiveness. Research in Science Education, 47(5), 1101-1125. Retrieved June 24, 2022, from https://doi.org/10.1007/s11165-016-9547-5
13. Dede, E., & Özdemir, E. (2022). Matematik eğitiminde fark etme becerisi üzerine yapılan araştırmaların bibliyometrik analizi. Bayburt Eğitim Fakültesi Dergisi, 17(36), 1547-1571. Retrieved April 09, 2023, from https://doi.org/10.35675/befdergi.1145811
14. Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016). Teachers' formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study. Instructional Science, 44(3), 267–291. Retrieved April 10, 2023, from https://doi.org/10.1007/s11251-016-9371-3
15. Gearhart, M., Nagashima, S., Pfotenhauer, J., Clark, S., Schwab, C., Vendlinski, T., Osmundson, E., Herman, J., & Bernbaum, D. (2006). Developing expertise with classroom assessment in K-12 science: Learning to interpret student work. Interim findings from a 2-year study. Educational Assessment, 11(3-4), 237-263. Retrieved June 24, 2022, from https://doi.org/10.1080/10627197.2006.9652990
16. Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-33. Retrieved June 24, 2022, from https://doi.org/10.1002/sce.3730660412
17. Gotwals, A. W., & Birmingham, D. (2016). Eliciting, identifying, interpreting, and responding to students’ Ideas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(3), 365–388. Retrieved April 10, 2023, from https://doi.org/10.1007/s11165-015-9461-2
18. Güneş, B. (Ed.). (2017). Doğru bilinen yanlışlardan, yanlış bilinen doğrulara: Fizikte kavram yanılgıları. Palme Yayıncılık.
19. Hammerness, K., Darling-Hammond, L., Bransford, J. D., Berliner, D., Cochran-Smith, M., McDonald, M., . . . Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. D. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). Jossey-Bass.
20. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
21. Irmak, M., İnaltun, H., Ercan-Dursun, J., Yanış-Kelleci, H., & Yürük, N. (2023). Development and application of a three-tier diagnostic test to assess pre-service science teachers’ understanding on work-power and energy concepts. International Journal of Science and Mathematics Education, 21(1), 159-185. Retrieved April 10, 2023, from https://doi.org/10.1007/s10763-021-10242-6
22. İnaltun, H. (2019). Fen bilgisi öğretmenleri için geliştirilen biçimlendirici değerlendirmeye yönelik hizmet içi eğitim modülünün etkinliğinin incelenmesi (Yayın No. 568665) [Dotora tezi, Gazi Üniversitesi]. YÖK Tez Merkezi.
23. Kaltakci Gurel, D., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989-1008. Retrieved June 24, 2022, from https://doi.org/10.12973/eurasia.2015.1369
24. Kang, H., & Anderson, C. W. (2015). Supporting preservice science teachers’ ability to attend and respond to student thinking by design. Science Education, 99(5), 863–895. Retrieved June 24, 2022, from https://doi.org/10.1002/sce.21182
25. Karışan, D., Bilican, K., & Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. Retrieved April 10, 2023, from https://doi.org/10.17679/inuefd.307053
26. Kocakülah, M. S., & ABACI, B. (2017). Son sınıf fen bilgisi öğretmen adaylarının potansiyel fark konusundaki kavram yanılgıları. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 19(3), 155-163. Retrieved April 10, 2023, from https://doi.org/10.25092/baunfbed.366219
27. König, J., Santagata, R., Scheiner, T., Adleff, A. K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36. Retrieved April 10, 2023, from https://doi.org/10.1016/j.edurev.2022.100453
28. Lam, D. S. H., & Chan, K. K. H. (2020). Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking. International Journal of Science Education, 42(4), 576-597. Retrieved April 10, 2023, from https://doi.org/10.1080/09500693.2020.1717672
29. Luna, M. J. (2018). What does it mean to notice my students’ ideas in science today? An investigation of elementary teachers’ practice of noticing their students’ thinking in science. Cognition and Instruction, 36(4), 297-329. Retrieved June 24, 2022, from https://doi.org/10.1080/07370008.2018.1496919
30. Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2017.04.019
31. Luna, M. J., Selmer, S. J., & Rye, J. A. (2018). Teachers’ noticing of students’ thinking in science through classroom artifacts: In what ways are science and engineering practices evident? Journal of Science Teacher Education, 29(2), 148-172. Retrieved June 24, 2022, from https://doi.org/10.1080/1046560X.2018.1427418
32. Magiera, M. T., & Zambak, V. S. (2021). Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records. International Journal of STEM Education, 8, 1-21. https://doi.org/10.1186/s40594-020-00263-y
33. Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.
34. MEB. (2018). Fen bilimleri dersi öğretim programı. Ankara: MEB
35. MEB. (2019). Ortaokul ve imam hatip ortaokulu fen bilimleri 7 ders kitabı. Devlet Kitapları.
36. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
37. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
38. Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158-170. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2017.04.010
39. Minarikova, E., Smidekova, Z., Janik, M., & Holmqvist, K. (2021). Teachers’ Professional Vision: Teachers’ Gaze During the Act of Teaching and After the Event. In Frontiers in Education (p. 320). Frontiers. Retrieved June 24, 2022, from https://doi.org/10.3389/feduc.2021.716579
40. Morrison, J. A. (2005). Using science notebooks to promote preservice teachers’ understanding of formative assessment. Issues in Teacher Education, 14(1), 5-21.
41. Muhonen, H., Pakarinen, E., & Lerkkanen, M. K. (2021). Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers. Teaching and Teacher Education, 106. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2021.103458
42. Murray, S. A., Huie, R., Lewis, R., Balicki, S., Clinchot, M., Banks, G., Talanquer, V. & Sevian, H. (2020). Teachers’ noticing, interpreting, and acting on students’ chemical ideas in written work. Journal of Chemical Education, 97(10), 3478-3489. Retrieved April 10, 2023, from https://doi.org/10.1021/acs.jchemed.9b01198
43. Otero, V. K. (2006). Moving beyond the “get it or don’t” conception of formative assessment. Journal of Teacher Education, 57(3), 247-255. Retrieved April 10, 2023, from https://doi.org/10.1177/0022487105285963
44. Pouta, M., Lehtinen, E., & Palonen, T. (2021). Student teachers’ and experienced teachers’ professional vision of students’ understanding of the rational number concept. Educational Psychology Review, 33, 109-128. Retrieved June 24, 2022, from https://doi.org/10.1007/s10648-020-09536-y
45. Roth, W. M. (2012). Authentic school science: Knowing and learning in open-inquiry science laboratories. Springer Science & Business Media.
46. Sezen-Barrie, A. (2018). Utilizing professional vision in supporting preservice teachers’ learning about contextualized scientific practices. Science & Education, 27(1), 159-182. Retrieved June 24, 2022, from https://doi.org/10.1007/s11191-018-9961-3
47. Shavelson, R. J. (2012). Assessing business-planning competence using the Collegiate Learning Assessment as a prototype. Empirical Research in Vocational Education and Training, 4(1), 77–90. Retrieved April 09, 2023
48. Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 383–395). Lawrence Erlbaum.
49. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. Routledge.
50. Stahnke, R., & Blömeke, S. (2021). Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events. Learning and Instruction, 74. Retrieved June 24, 2022, from https://doi.org/10.1016/j.learninstruc.2021.101464
51. Steffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional vision of classroom management and learning support in science classrooms—Does professional vision differ across general and content-specific classroom interactions? International Journal of Science and Mathematics Education, 13(2), 351-368. Retrieved June 24, 2022, from https://doi.org/10.1007/s10763-014-9607-0
52. Stürmer, K., & Seidel, T. (2017). A standardized approach for measuring teachers’ professional vision: The observer research tool. In E. O. Schack, M. H. Fisher & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 359-380). Springer. Retrieved April 09, 2023 from https://doi.org/10.1007/978-3-319-46753-5_21
53. Talanquer, V., Bolger, M., & Tomanek, D. (2015). Exploring prospective teachers’ assessment practices: Noticing and interpreting student understanding in the assessment of written work. Journal of Research in Science Teaching, 52(5), 585-609. Retrieved June 24, 2022, from https://doi.org/10.1002/tea.21209
54. Talanquer, V., Tomanek, D., & Novodvorsky, I. (2013). Assessing students’ understanding of inquiry: What do prospective science teachers notice? Journal of Research in Science Teaching, 50(2), 189-208. Retrieved June 24, 2022, from https://doi.org/10.1002/tea.21074
55. Tekkumru‐Kısa, M., Stein, M. K., & Coker, R. (2018). Teachers’ learning to facilitate high‐level student thinking: Impact of a video‐based professional development. Journal of Research in Science Teaching, 55(4), 479-502. Retrieved June 24, 2022, from https://doi.org/10.1002/tea.21427
56. Thomas, J. N. (2017). The ascendance of noticing: Connections, challenges, and questions. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts and frameworks (pp. 507–514). Springer.
57. Todorova, M., Sunder, C., Steffensky, M., & Möller, K. (2017). Pre-service teachers’ professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition? Teaching and Teacher Education, 68, 275-288. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2017.08.016
58. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
59. Wyss, C., Rosenberger, K., & Bührer, W. (2021). Student teachers’ and teacher educators' professional vision: Findings from an eye tracking study. Educational Psychology Review, 33(1), 91-107. Retrieved June 24, 2022, from https://doi.org/10.1007/s10648-020-09535-z
60. Xu, L., Widjaja, W., & Ferguson, J. (2019). Seeing through the eyes of the teacher? Investigating primary school teachers’ professional noticing through a video-based research methodology. International Journal of Research & Method in Education, 42(5), 470-484. Retrieved June 24, 2022, from https://doi.org/10.1080/1743727X.2018.1499016
61. Yalvaç Ertuğrul, E. & Ateş, S. (2022). Öğretmen adaylarının araştırma sorgulama anlayışları ve araştırma sorgulamayı kullanabilmeye yönelik bilgileri arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(3), 1959-1998. Retrieved April 10, 2023, from https://doi.org/10.17152/gefad.1086376
62. Zummo, L., Hauser, M., & Carlson, J. (2022). Science Teacher Noticing via Video Annotation: Links between Complexity and Knowledge-Based Reasoning. Journal of Science Teacher Education, 33(7), 744-763. Retrieved April 10, 2023, from https://doi.org/10.1080/1046560X.2021.1989645