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The importance of valuing student ideas in science education stands on firmempirical, theoretical, and moral grounds. However, the reasons for which onemight value student ideas are often not explicitly distinguished, even ifimplicit distinctions are made in the literature. In this paper, I define anddistinguish between three ways of valuing student ideas: moral, instrumental,and intellectual. I demonstrate that novice teachers in the Seattle PacificUniversity (SPU) Learning Assistant (LA) Program instantiate all three ways ofvaluing student ideas. Not only this, over the course of their participation inthe LA Program, novice teachers shift from foregrounding the moral andinstrumental value of student ideas toward highlighting their intellectualvalue.

Valuing Student Ideas Morally, Instrumentally, and Intellectually