Utilizing Professional Vision in Supporting Preservice Teachers’ Learning About Contextualized Scientific Practices
Abstract
Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists’ videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then...
Paper Details
Title
Utilizing Professional Vision in Supporting Preservice Teachers’ Learning About Contextualized Scientific Practices
Published Date
Mar 1, 2018
Journal
Volume
27
Issue
1-2
Pages
159 - 182
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