Enriching Science teachers’ instructional noticing in the context of question-asking

Purpose: This study explores the impact of an intervention program designed to foster science teachers’ perceptive abilities in question-asking. Methods: Conducted on a small-scale study with six participating teachers, the intervention employed written reflections, one-on-one sessions, and focused group interviews to dissect the teachers’ instructional noticing of question-asking. Results: Teachers within the intervention group adeptly crafted reflections spanning diverse themes, unveiling profound insights into the intricacies of the observed question-asking pedagogy, setting them distinctly apart from their non-interventional peers. The intervention group exhibited an elevated capacity to discern and interconnect fragments of observed question-asking activities, a skill less pronounced among peers in the alternate group. Their assertions were notably supported by meticulously extracted evidence from analytically dissected lessons. However, the discernible effects of the intervention seemed limited in compelling the teachers to establish tangible linkages between empirical data and abstracted educational principles while formulating reflective narratives. Implications: The study assessed the intervention’s effectiveness and limitations within the purview of existing educational literature. This amalgamation of intervention methodology and the nuanced concept of teacher noticing yields several insightful educational studies.