Discover and read the best of Twitter Threads about #NARST2019
Most recents (8)
Jason Buell: Teachers more often use proximal phenomena in their formative assessment, some use of distal phenomena as well. #NARST2019
Students had trouble seeing relationships between proximal phenomena and anchor phenomena. Work with teachers can help them think about the teaching practices that could support students to make these connections. #NARST2019
Jason Buell: Found that phenomena in formative assessments can help create the need for next steps the class should take. #NARST2019
I'll be live tweeting the next #NARST2019 session: Something Like a Phenomena. Excited to hear about the different ideas on phenomena from the papers!
First up, Kristen Bergsman shares work on designing phenomena for high school biology classrooms. #NARST2019
Research questions around selecting phenomena. Love the focus of processes! #NARST2019 
Tamina Hoq examines: What are the beliefs of science teachers on inquiry-based teaching and how these beliefs influence their practice? #NARST2019
Multiple case studies showed 3 of 4 teachers believed science needed to be interesting for all students and emphasizing a few fundamental concepts is important. Only 2 teachers believed that science should be meaningful to students' experience and interest. #NARST2019
Generally, teachers' beliefs reflected their practice with respect to inquiry-based instruction. #NARST2019
Dr. Miray Tekkumru-Kisa shares work on developing the IQA-Science measure of instructional quality in science classrooms. #NARST2019
IQA-Science focuses on the degree to which students engage in high level thinking and semesemaking in science classrooms as they work on science tasks to figure out a phenomena. #NARST2019
2 main rubrics: one that uses classroom tasks, student work, and teacher expectations. The other also includes observational data. #NARST2019
@darwins_apostle shares work about epistemological disagreement with a detailed analysis of science classrooms, focused on argumentation. #NARST2019
@darwins_apostle: Overemphasis on argumentation can eclipse other parts of the NGSS standards that support students' sensemaking. #NARST2019
@darwins_apostle: uses knowledge in pieces to think about teacher thinking. That means that the researchers don’t assume stability in epistemological stance. #NARST2019
@reiserbrianj shares work on supporting purposeful sensemaking in science classrooms #NARST2019
@reiserbrianj How do teachers' knowledge, beliefs, and practices shape how they interpret and enact instructional materials? How do this evolve over time? #NARST2019
@reiserbrianj @cindypassmoreCA : purposeful sensemaking involves developing questions from phenomena, incremental knowledge building, purposeful navigation, joint participation in knowledge building. #NARST2019
Designing and implementing science standards session at #NARST2019
First up, coordination between SEPs and CCCs from @BethShort_
CCC for cause and effect shows up the most in NGSS
Excited to hear about the @NSSMEatHRI results related to equity! #NARST2019
Examining equity in the national survey results. Presenters also recognize that not all factors that matter can be measured #NARST2019
First up, results related to well-prepared teachers. #NARST2019
