Supporting Science Discourse and Argumentation in Elementary Classrooms
4 October 2017
Despite the extensive knowledge base on effective teacher professional development (TPD), the field still lacks an adequate understanding of how teachers implement knowledge from TPD experiences. In this presentation I will share a case study of four teachers who participated in a TPD program focused on supporting classroom discourse and argumentation in elementary science. In order to understand changes in teacher practice, three years of classroom videos were analyzed for talk formats and moves that facilitate productive science discussions.