ABSTRACT
This chapter presents a suite of empirically grounded tools designed to support different aspects of teacher knowledge for science teaching. For example, a Talk Moves Tool was designed to support the development of teacher knowledge of content and teaching, providing specific language to help beginning teachers elicit children’s initial ideas about scientific phenomena and utilize those ideas to engage children in constructing scientific explanations. Details describing how teachers can use the tools to foster student sensemaking, and also describing the ways in which the tools can be utilized in multiple contexts (e.g., teacher education programs, professional development, etc.) are provided.
