Planning for the Elicitation of Students’ Ideas: A Lesson Study Approach with Preservice Science Teachers
Document Type
Article
Publication Date
1-1-2017
Journal / Book Title
Journal of Science Teacher Education
Abstract
In an effort to better prepare science teachers to engage in high-leverage practices, this study investigates the choices and rationales of preservice science teachers in planning elicitation strategies and describes how their understandings about the elicitation of students’ ideas changed over time. Four cohorts of preservice science teachers engaged in a cycle of modified lesson study focused on the elicitation of student ideas. Findings suggest that the participants focused on revising the elicitation task to achieve greater task clarity and student participation and to provide more opportunities for individual thinking. One notable outcome of the study is the need for a greater conceptual distinction in science teacher education between elicitation practices in which resources for student thinking are identified and assessment practices that seek students’ progress toward learning goals.
DOI
10.1080/1046560X.2017.1352410
MSU Digital Commons Citation
Larkin, Douglas, "Planning for the Elicitation of Students’ Ideas: A Lesson Study Approach with Preservice Science Teachers" (2017). Department of Teaching and Learning Scholarship and Creative Works. 103.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/103
Published Citation
Larkin, D. (2017). Planning for the elicitation of students’ ideas: A lesson study approach with preservice science teachers. Journal of Science Teacher Education, 28(5), 425-443.