TEACHER NOTICING IN-THE-MOMENT OF INSTRUCTION: THE CASE OF ONE HIGH-SCHOOL SCIENCE TEACHER Enacting science education reforms that call for the teaching of science as argument and explanation

Enacting science education reforms that call for the teaching of science as argument and explanation (NRC, 1996) requires that teachers both recognize student thinking as it happens and make in-the-moment instructional responses to what they notice. Much work in teacher education is thus devoted to studying, supporting, and improving teacher noticing (e.g. Sherin, 2001). However, although there is agreement that we want teachers to notice their students’ thinking, we still know very little about what science teachers actually attend to in the moment of instruction. In this work we report on the use of a new video technology, the Camwear 100 (Reich, Goldberg, & Hudek, 2004) that allows us to capture in real time what teachers notice in the classroom during teaching from their own perspective. In addition, reflection interviews with teachers after instruction provide insight into why they notice the things that they do. Here we focus specifically on one high school biology teacher’s use of the camera and explore her thinking surrounding her noticing. We also discuss the implications of this work for the study of teacher noticing.