This page provides additional resources for viewers interested in further exploration.
Full Length Video
Here is the video of the episode in full. (The clip is minimally edited to remove a moment of classroom management.)
See PDF transcript for full length video.
Responsive Teaching
For more about Responsive Teaching in Science, see the following links to the project site:
Description of Responsive Teaching
Sharon’s class trajectory (with much more video, from all 16 days)
Publications
Sharon wrote about her work in this course as part of a book she wrote with Rusty Bresser:
Bresser, R., & Fargason, S. Becoming scientists : inquiry-based teaching in diverse classrooms, grades 3-5.
Jennifer Radoff’s dissertation also focused on Sharon’s class:
Radoff, J. (2017). Dynamics Contributing to the Emergence and Stability of Students’ Scientific Engagement Over Multiple Timescales.
And we have several research papers that discuss the class:
Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51-72.
Radoff, J., Goldberg, F., Hammer, D., & Fargason, S. (2010). The Beginnings of Energy in Third Graders’ Reasoning. In C. Singh, M. Sabella & S. Rebello (Eds.), 2010 Physics Education Research Conference (Vol. 1289, pp. 269-272).
Radoff, J., & Hammer, D. (2016). Attention to student framing in responsive teaching. In A. D. Robertson, R. E. Scherr & D. Hammer (Eds.), Responsive Teaching in Science and Mathematics. (pp.189-202). New York: Routledge.
Finally Isaac’s Wheels was the focus of an essay and talk:
Hammer, D. & Radoff, J. (2014). Children doing science: Essential idiosyncrasy and the challenges of assessment. Commissioned paper for Successful Out-of-School STEM Learning: A Consensus Study, NRC Board on Science Education. Link to paper; Link to talk
Grant Reference
Goldberg, F. M., Hammer, D. M., Bendall, S., & Coffey, J. (2008-2011). Learning Progression for Scientific Inquiry: A Model Implementation in the Context of Energy. San Diego State University and University of Maryland: National Science Foundation (DRL 0732233).