Correspondence Amy D. Robertson, Department of Physics, Seattle Pacific University, Seattle, WA 98119‐ 1997. Email: robertsona2@spu.edu Abstract Responsive teaching—or teaching that builds from the “seeds of science” in student thinking—is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students’ STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content is often presented authoritatively as facts, definitions, and algorithms, with little consideration of student thinking. Drawing on language from literature about sense‐making, this paper identifies some of the “vexation points” that novice science teachers face as they consider implementing responsive teaching practices in science—that is, what doesn't make sense, to teachers, about this instructional approach. In particular, we show that novice teachers express moral concerns about responsive teaching; themes in their written reflections suggest that they perceive responsive teaching to put truth, success, and faith at risk. We argue that though these concerns originally seem distinct from the institutional constraints to responsive teaching posed by the literature, teachers’ concerns about truth, success,

中文翻译：

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真理、成功和信念：新手教师对科学响应式教学中面临的风险的看法

通信 Amy D. Robertson，西雅图太平洋大学物理系，西雅图，华盛顿州 98119-1997。电子邮件：robertsona2@spu.edu 摘要响应式教学——或基于学生思维中的“科学种子”的教学——描述于STEM 教育文献既重要又具有挑战性。美国科学教育改革一直在呼吁教师制定关注学生 STEM 思想实质的教学；然而，响应式教学代表了美国大多数课堂当前状况的重大转变，其中内容通常以事实、定义和算法的形式权威呈现，很少考虑学生的想法。从关于意义建构的文学中汲取语言，本文确定了科学新手教师在考虑在科学中实施响应式教学实践时面临的一些“烦恼点”——也就是说，对于教师来说，这种教学方法没有意义。特别是，我们表明新手教师表达了对响应式教学的道德关注；他们书面反思中的主题表明，他们认为响应式教学会将真理、成功和信仰置于危险之中。我们认为，尽管这些担忧最初似乎与文献对响应式教学的制度限制不同，但教师对真理、成功、我们表明新手教师表达了对响应式教学的道德关注；他们书面反思中的主题表明，他们认为响应式教学会将真理、成功和信仰置于危险之中。我们认为，尽管这些担忧最初似乎与文献对响应式教学的制度限制不同，但教师对真理、成功、我们表明新手教师表达了对响应式教学的道德关注；他们书面反思中的主题表明，他们认为响应式教学会将真理、成功和信仰置于危险之中。我们认为，尽管这些担忧最初似乎与文献对响应式教学的制度限制不同，但教师对真理、成功、