This study addresses how to help elementary science teachers explore the uncertainty
inherent in scientific activity and support elementary students to engage in more complex …

This study proposes a strategic framework to guide teachers' curriculum adaptation,
planning, and enactment as a lever for redistributing epistemic agency. This framework …

Teaching that is responsive to students' ideas can create opportunities for rigorous sense‐
making talk by young learners. Yet we have few accounts of how thoughtful attempts at …

This study aims to deepen our understanding of teaching, specifically the role of teachers'
responsiveness in promoting equity in secondary science teaching. To build a conceptual …

In an effort to document teachers' enactments of new reform in science teaching, valid and
scalable measures of science teaching using engineering design are needed. This study …

Science education researchers have highlighted how uncertainty can foster meaningful
scientific sense‐making, supporting students to re‐evaluate their understandings of scientific …

Teachers' use of formative assessment (FA) has been shown to improve student outcomes;
however, teachers enact FA in many ways. We examined classroom videos of nine …

Background: Efforts to promote reform-based instruction have overlooked the import of affect
in teacher learning. Drawing on prior work, I argue that teachers' affective experiences in the …

While research shows that responsive teaching fosters students' disciplinary learning and
equitable opportunities for participation, there is yet much to know about how teachers come …

ABSTRACT A teacher's ability to attend and respond to student thinking is a key instructional
capacity for promoting complex and deeper learning in science classrooms. This qualitative …