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Abstract
This dissertation includes two manuscripts that explore science teacher noticing (attending and interpretation) of Science and Engineering Practices (SEPs). The first manuscript involves quantitative analyses. It investigates the characteristics of secondary science teachers’ attending and interpretation of SEPs and explores the relationship between attending and interpretation. Additionally, it examines how teaching experiences and disciplinary areas influence secondary science teachers’ attending and interpretation of SEPs. The second manuscript involves a mixed-method analysis and presents the characteristics of elementary science teachers’ attending and interpretation of SEPs. A follow-up quantitative analysis examines the implementation of their SEPs in the classroom and how these practices relate to their attending and interpretation. The last chapter provides a discussion, theoretical and practical implications, and contributions of the two manuscripts. It also outlines future research directions based on the dissertation’s findings.