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Title: Scaffolding a Lesson With Noisy Data: One Physics Lesson, Two Teacher Approaches
Authors: Stephens, A. Lynn
St. Clair, Natalya
Ediss, Brandi
Lee, Hee-Sun
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Stephens, A. L., St. Clair, N., Ediss, B., & Lee, H. (2020). Scaffolding a Lesson With Noisy Data: One Physics Lesson, Two Teacher Approaches. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2301-2304). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: When enacting a high school physics curricular unit that involved student investigations with sensors, two teachers were observed preparing their students to engage with noisy data. We use videotape analysis to characterize their scaffolding choices and draw on classroom observation notes to enrich the descriptions. We find that during their introductory whole-class discussion of the investigation, one teacher focused on helping students consider how to construct the physical set-ups to get the data they wanted, while the other teacher focused on having students identify all the variables that could come into play. The teachers differed on what to scaffold and when, including which aspects of set-up design to specify versus which to elicit from their students. Taken together, the scaffolding strategies these teachers used during whole-class guided discussion offer several new ideas for preparing students to engage productively with noisy data.
Appears in Collections:ICLS 2020

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