In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called "interaction geography." Our analysis proposes an integrative framework to study classroom…

Teaching science concepts for conceptual understanding has its challenges. Promoting conceptual change in the science classroom can be difficult because most concepts are complicated and counter-intuitive. This dissertation research aimed to determine the effect of teaching for conceptual understanding models on pre-service teachers' conceptual…