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Coffey, Janet E Levin, Daniel M Digital Repository at the University of Maryland University of Maryland (College Park, Md.) Curriculum and Instruction 2008-06-20T05:34:39Z 2008-06-20T05:34:39Z 2008-04-22 http://hdl.handle.net/1903/8103 This study concerns the issue of secondary science teachers' attention. In particular, I consider if, how, and when science teachers attend to the substance of student thinking, which is called for by science education reform (NRC, 2007). Using a case study approach, and drawing on ethnographic data sources, I explore what novice and experienced secondary science teachers regularly attend to while teaching, what shapes teachers' attention, and how teachers' attention is consequential for students' science learning. I find that both novice and experienced teachers can attend to the substance of student thinking, although the institutional and social systems of school draw teachers' attention to other foci--particularly to correctness of conceptual knowledge and the vocabulary that signals correctness and "misconceptions." Furthermore, I argue that when teachers regularly attend to the substance of student thinking, they can contribute to a classroom culture that supports student inquiry. I discuss implications of this work for understanding teaching and for teacher education and professional development, and I suggest areas for future research that are motivated by these findings. 1577272 bytes application/pdf en_US What Secondary Science Teachers Pay Attention to in the Classroom: Situating Teaching in Institutional and Social Systems Dissertation Education, Curriculum and Instruction Education, Sciences Education, Teacher Training teachers' attention science teaching institutional context open.access