Miray Tekkumru-Kisa & Jennifer Richards 

Original article: Tekkumru‐Kisa, M., & Richards, J. (2025). Multidimensional Noticing for Teaching Science‐as‐Practice. Journal of Research in Science Teaching, 62(8), 1982-1998
https://doi.org/10.1002/tea.70008

Recent shifts in science education emphasize engaging students in real scientific practices, where they actively make sense of phenomena and build explanations—not just memorize facts. To support this kind of STEM learning, teachers need to pay close attention to how students think, respond to their ideas, and guide them toward deeper understanding.

This study explores a key teaching practice called teacher noticing—what teachers pay attention to in the classroom and how they interpret student thinking and pedagogical moves. By studying two middle school science teachers, researchers developed a multidimensional noticing framework to help educators better support science learning as practice.

Key Findings

Overall, this research shows that when teachers become more intentional about how they observe and interpret student thinking and pedagogical moves in relation to student thinking, they can better support three-dimensional science learning.

• Teacher noticing is complex and learnable. Effective science teaching strategies depend on how well teachers notice and interpret student thinking in real time. 
• Student-centered perspectives matter. Recognizing students’ cultural, linguistic, and intellectual strengths leads to more inclusive and effective science classrooms. 
• Framing also matters. How teachers frame science learning and students shapes what they pay attention to and how they interpret events.

Classroom Tips for Teachers

• Frame science as exploration. Encourage students to see science as a process of investigating and explaining phenomena, not just getting the “right” answer. 
• Listen closely to student ideas. Ask follow-up questions to better understand how students are making sense of phenomena. 
• Responsive teaching moves. Adjust your instruction based on what students say and do during lessons. Pay attention to multiple dimensions (e.g., DCIs, SEPs, CCCs) in student thinking. 
• Build on student strengths. Leverage students’ cultural and language assets to support equitable STEM learning. 
• Reflect on your instruction. Use tools like video, student work, or peer discussion to sharpen your noticing to develop more responsive teaching practices over time.