Strand 8 Strand-alone Paper Set

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369 Novice teachers' in-field and out-of-field noticing: examining the influence of professional knowledge and teaching experiences Lu Wang Indiana University Kokomo; Kokomo; Indiana; USA Abstract This study explores how novice science and math teachers' professional knowledge and practical teaching experience influence the two facets of noticing: identification and interpretation of classroom situations. Through a qualitative comparison of the same teachers' noticing of instructional videos aligned with their content area (In-field; INF) and videos outside their content area (Out-of-field; OOF); this design explores how teachers' integrated professional knowledge impacts their noticing without directly measuring diverse domains of teacher knowledge. By recruiting teachers with 0-3 years of full-time teaching experience; this study also investigates how practical experience shapes teachers' identification and interpretation skills. Findings reveal that professional knowledge plays a more critical role in identifying noteworthy events for teachers with limited classroom experience. For knowledge-based reasoning; teachers with more than one year of teaching experience demonstrated greater differentiation between INF and OOF analyses; highlighting the subject-specific nature of reasoning. These findings contribute to the literature by illuminating the different roles professional knowledge plays in novice teachers' identification and knowledge-based reasoning of classroom situations while also highlighting the significance of full-time teaching experience in shaping teachers' noticing and knowledge development; particularly in the early years of their careers. Strands Strand 8: In-service Science Teacher Education 523 Research in Practice: Teacher Successes and Challenges in Uncertainty-driven Scientific Inquiry Carlos Eduardo Meza-Torres; Ying-Chih Chen; Michelle Jordan Arizona State University; Tempe; Arizona; USA Abstract Although science education research has recently shifted its focus on student uncertainty; its transition into classroom practice remains unclear. To explore this practice; nine teachers from across the Southwest Sonoran Desert participated in the second instantiation of a summer professional development program examining the role of uncertainty in science classrooms and reflected on their experiences. This research explores strategies the teachers used leading to successes; areas of support needed for navigating student scientific uncertainty and disconnects between teacher interpretations of their experiences and recent literature. This study addresses two research questions: (a) What are teacher identified successes and challenges in navigating student scientific uncertainty? (b) What misalignments exist between teacher interpretations of their successes and challenges and specifications from the student uncertainty as a pedagogical resource (SUPeR) approach? Findings showed that the teachers successfully helped students identify their uncertainties; but struggled to select phenomena that were meaningful and connected to personal interest to anchor student uncertainties. They made room for student epistemic uncertainty but found it difficult to unpack its complexity. For the second research question; the teachers often reduced uncertainty prior to the next inquiry phase and the teachers assumed students problematized phenomena simply by presenting the phenomena. Strands Strand 8: In-service Science Teacher Education 629 Comparing the Burnout Trends of Early Career STEM Teacher Leavers and Stayers Shannon L. Navy1; Ella Yonai2 1Kent State University; Kent; OH; USA. 2The University of Georgia; Athens; GA; USA Abstract Although it is known that early career teachers need quality support to mitigate effects of burnout; little is known about how burnout may impact teachers' decisions to stay or leave the profession. To increase the knowledge in this area; this paper focuses on the overall burnout trends of a group of early career science; technology; engineering; and mathematics (STEM) teachers over two years and how those trends compare between teachers who stayed in the teaching profession and teachers who left the teaching profession. The participants are 27 early career STEM teachers in the United States. Four of the teachers left teaching at different time points in the study. Data sources included three burnout surveys; a pre-interview; and an end-of-year interview each year of the study. For the four leavers; an exit interview was also conducted. The quantitative data revealed the depersonalization and emotional exhaustion dimension scores of burnout were mostly higher than the median for the leavers in this study and the personal accomplishment dimension scores were mostly lower than the median for the leavers in the study. The study highlights the connection of burnout to teacher retention and the importance of recognizing early career STEM teacher burnout. Strands Strand 8: In-service Science Teacher Education 553 Developing Effective Strategies for Challenges in Acquiring Relational Reasoning Skills - an Indicator of Teachers' Expertise Vered Alboher Agmon Iasi university; Israel Abstract This mixed-methods study examines in-service biology teachers; teaching 7-12 grades; who acquired Relational Reasoning skills (RRs); including analogy; antinomy; anomaly; and antithesis; through explicit meta-strategic training. Parts of it were previously presented. This version offers extension and complementary qualitative results. The study arises from biology teachers' need to explain complex principles in broad contexts; to enhance students' scientific knowledge in evolving circumstances. Mixed data analysis revealed a significant relationship between intervention teachers' knowledge level and their ability to develop strategies to overcome difficulties in applying RRs. Profiles were characterized by teachers' ability to create effective strategies. Teachers who demonstrated a higher level of knowledge (36%) developed their effective strategies. Only 16% of them successfully created strategies to use the four skills; indicating their expertise. Teachers with moderate knowledge performance (36%) progressed by relying more on external sources; including the relations mapping tool provided through mediation and examples from colleagues. In contrast; teachers with insufficient knowledge (28%) struggled to create effective strategies for overcoming the challenges of RRs; resulting in negligible progress. Developing strategies for coping with difficulties in acquiring skills can be an indicator of expertise in teachers' professional development; alongside domain knowledge and experience. Strands Strand 8: In-service Science Teacher Education 264 Investigating Secondary Science Teachers' Epistemic Beliefs; Motivations; and Perceptions of Modeling Instruction in Reform-Oriented PD Khalid Alharbi ORCID iD; Soonhye Park ORCID iD; Laura Chalfant; Grace Carroll ORCID iD; Katherine Glover; Matt Reynolds; Lynn Huff; Scott Ragan; Jason Painter North Carolina State University; Raleigh; NC; USA Abstract This study explores in-service secondary science teachers' epistemic beliefs; motivations; perceptions of the Modeling Instruction (MI) approach; and their plans to implement it. The participants were involved in an intensive professional development (PD) program focused on MI approach. Employing a qualitative research design; the study used a survey to examine teachers' motivations and conducted interviews to investigate their epistemic beliefs and perceptions of Modeling Instruction. Data were analyzed using both inductive and deductive approaches. Major findings include: (1) most teachers held either instructive or transitional epistemic beliefs; reflecting more teacher-centered views. (2) teachers' desire to attend the PD was influenced by multiple motivations simultaneously; (3) teachers' motivations were more teaching-focused than student learning-focused; and (4) Teachers' epistemic beliefs and motivations were closely related to how they perceived MI and their intention to implement it. Specifically; teachers with internal motivation and those holding more student-centered beliefs reported stronger support for MI; greater confidence; and fewer perceived barriers. In contrast; those with instructive beliefs or concerns about contextual constraints expressed more hesitation. These findings highlight the importance of designing PD programs that address not only instructional content but also the motivational; and contextual factors influencing teachers' adoption of reform-based approaches like MI. Strands Strand 8: In-service Science Teacher Education