Gavin W Fulmer
Biographic Data
| ID | 4611135 |
|---|---|
| NAME | Gavin W Fulmer |
| GIVEN NAMES | Gavin W |
| FAMILY NAME | Fulmer |
| SIGNATURE | FULMER G W |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0003-0007-1784 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Characterizing elementary science teachers’ understanding of language as an epistemic tool
Central to scientific literacy is the cultivation of students' engagement in scientific practices, including the generation and justification of scientific knowledge. Critically, teachers' understanding of epistemic tools predicts their likelihood of facilitating such knowledge-generation activities. This study examines elementary science teachers' conceptualization of language as an epistemic tool to learn science in a two-year professional deve…
Interdependence of epistemic tool utilization within generative science classrooms
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three …
Characterizing inquiry-based science classroom learning environments—generative or replicative—using teachers’ epistemic orientations
This study examines the relationship and influences between teacher epistemic beliefs and their learning environment. Drawing on a multiple case study design, six in-service elementary school science teachers were purposefully selected from a larger, NSF-funded study of teachers’ adaptive expertise in the epistemic complexities of science teaching. Methods involved hypothesis, open, and integrative cross-case & cross-strata analyses of epistemic …
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning
Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the external cultural influences while having profound influences on teachers’ thoughts, feelings, and action…
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments
The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characte…
Examining teacher transition pathways towards knowledge generation environments
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that un…
Elementary teachers’ knowledge of using language as an epistemic tool in science classrooms
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH…
The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each facto…
Characterizing adaptive teaching expertise
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Unpacking teachers’ orientations toward a knowledge generation approach
A generative professional development program for the development of science teacher epistemic orientations and teaching practices
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, …
Unpacking the connections between 8th graders' climate literacy and epistemic cognition
Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic…
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present study examined growth in students' competencies in language and argument during one semester, with a c…
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning
Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the external cultural influences while having profound influences on teachers’ thoughts, feelings, and action…
Unpacking teachers’ orientations toward a knowledge generation approach
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, …
Unpacking the connections between 8th graders' climate literacy and epistemic cognition
Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic…
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present study examined growth in students' competencies in language and argument during one semester, with a c…
A generative professional development program for the development of science teacher epistemic orientations and teaching practices
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each facto…
Characterizing adaptive teaching expertise
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Unpacking teachers’ orientations toward a knowledge generation approach
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments
The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characte…
Examining teacher transition pathways towards knowledge generation environments
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that un…
Elementary teachers’ knowledge of using language as an epistemic tool in science classrooms
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH…
Characterizing inquiry-based science classroom learning environments—generative or replicative—using teachers’ epistemic orientations
This study examines the relationship and influences between teacher epistemic beliefs and their learning environment. Drawing on a multiple case study design, six in-service elementary school science teachers were purposefully selected from a larger, NSF-funded study of teachers’ adaptive expertise in the epistemic complexities of science teaching. Methods involved hypothesis, open, and integrative cross-case & cross-strata analyses of epistemic …
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning
Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the external cultural influences while having profound influences on teachers’ thoughts, feelings, and action…
Characterizing elementary science teachers’ understanding of language as an epistemic tool
Central to scientific literacy is the cultivation of students' engagement in scientific practices, including the generation and justification of scientific knowledge. Critically, teachers' understanding of epistemic tools predicts their likelihood of facilitating such knowledge-generation activities. This study examines elementary science teachers' conceptualization of language as an epistemic tool to learn science in a two-year professional deve…
Interdependence of epistemic tool utilization within generative science classrooms
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three …
Psychology (15 works) · Educational Strategies and Epistemologies (14 works) · Mathematics education (13 works) · Computer Science (10 works) · Pedagogy (9 works) · Epistemology (8 works) · Innovative Teaching and Learning Methods (8 works) · Science education (8 works) · Science Education and Pedagogy (8 works) · Sociology (8 works)