Akademik Veri Yönetim Sistemi
Thinking Skills and Creativity, cilt.61, 2026 (SSCI, Scopus)
Teachers’ noticing is an emerging and expanding area of research in mathematics teacher education. Recently, the importance of noticing skills in science teacher education has also been acknowledged. Within the context of new science curricula and reforms, emphasizing scientific inquiry through teachers’ noticing is considered crucial to science education. Specifically, it supports educators in understanding students’ thinking, building instruction on those understandings, and formulating more effective inquiry-based teaching strategies. The skills embedded in curriculums should be elicited and developed in student behaviour, thinking, and meaning-making processes where teachers notice during social interactions in the classroom. Teachers are expected to notice and interpret students’ thinking in dynamic and changing nature of classrooms. This study examines how one novice and one expert science teacher notice critical events related to students’ science domain-specific skills within the new curriculum. Focusing on both practitioner and observer roles, it investigates (a) how teachers’ noticing in their own lessons relates to classroom social interactions and is reflected in their instructional interpretations and responses, and (b) how the identification of critical events shifts across roles and expertise. An exploratory case study approach was used, focusing on the noticing skills of novice and expert science teachers. Data were collected through participating teachers’ written reports on another teacher’s lessons, their own teaching videos, self-reflection reports on their own lessons, and an observation form, to develop a multifaceted insight. The results showed the importance of communicative approaches and discourses adopted by teachers in the emergence of critical events in science classrooms. There is a strong correlation between students’ engagement in the lesson, occurrence of critical events, and teachers’ noticing. In particular, dialogic and interactive communicative approaches enable students to engage more in the lesson and express their thoughts more clearly. Within the boundaries of these two cases and this specific context, we did not observe a consistent association between novice/expert status. In the classes they taught, they categorized critical events with more combinations, and the affective dimension emerged distinctly in these observations.