Preservice elementary teachers' views of their students' prior knowledge of science

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “Many science teachers view student ideas from a binary, ‘‘get it or don’t’’ (Otero and Nathan 2008) perspective; however, research has indicated that student thinking is multifaceted, context-dependent, and develops over time (e.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “The lack of attention to what students actually say, write, or do, or the inability to make productive sense of it, seriously limits teachers’ abilities to support and foster student learning (Otero & Nathan, 2008).”
Correlates of intellectual risk taking in elementary school science (2009, unknown): “…opposed to dialogic) discourse during teacher-student interactions (Chin, 2007); and non-responsive teaching and assessment practices (underwritten by limited views of students’ prior knowledge) that have carried over from prospective teachers’ own prior learning experiences (Otero & Nathan, 2008).”