Epistemologies in practice
Making scientific practices meaningful for students
Bibliographic Data
| ID | 23346113 |
|---|---|
| Authors | Leema K Berland (0000-0002-1702-6835, Curriculum and Instruction University of Wisconsin, Madison Madison Wisconsin, corresponding author), Christina V Schwarz (0000-0002-4187-0139, Teacher Education Michigan State University East Lansing Michigan), Christina Krist (0000-0002-9738-4308, Learning Sciences Northwestern University Evanston Illinois), Lisa Kenyon (Wright State University Dayton Ohio), Abraham S Lo (0000-0003-1365-0101, Learning Sciences Northwestern University Evanston Illinois), Brian J Reiser (0000-0002-2961-0385, Learning Sciences Northwestern University Evanston Illinois) |
| Year | 2016 |
| Volume | 53 |
| Issue | 7 |
| Pages | 1082-1112 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21257 |
| OpenAlex | W1916972332 |
| Language | EN |
| Citations received | 165 |
| References cited | 98 |
Recent research and policy documents call for engaging students and teachers in scientific practices such that the goal of science education shifts from students knowing scientific and epistemic ideas, to students developing and using these understandings as tools to make sense of the world. This perspective pushes students to move beyond the rote performance of scientific actions or processes and engage instead in purposeful knowledge construction work. This raises parallel questions about how to go beyond characterizing student performance of scientific process to understand their engagement in scientific practices as a goal‐directed activity. To that end, this article offers a framework—the Epistemologies in Practice (EIP) framework—for characterizing how students can engage meaningfully in scientific practices. This framework emphasizes two aspects of student engagement in scientific practices: (1) the students' epistemic goals for their knowledge construction work and (2) their epistemic understandings of how to engage in that work. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53:1082–1112, 2016
Engineering ethics · Epistemology · Mathematics education · Pedagogy · Perspective (graphical) · Process (computing) · Science education · Scientific misconceptions · Social science · Sociology · Sociology of scientific knowledge · Student engagement · Work (physics) · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Psychology · Science Education and Pedagogy
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
International Handbook of the Learning Sciences
Defining sensemaking
Opening up curricula to redistribute epistemic agency
A person‐in‐context approach to student engagement in science
On the Goals of Epistemic Education
Grasp of evidence
Addressing the epistemic elephant in the room
‘Models of’ versus ‘Models for’
Storyline Units
Characterizing elementary science teachers’ understanding of language as an epistemic tool
Enact-Examine-Extract (E3)
How School Contexts Shape Teachers Decisions About Making Space for Epistemic Agency in Science Classrooms
Epistemic anatomy of the reform‐based secondary chemistry curricula
Examining Epistemic Teaching Practices
Epistemological beliefs and classroom practices of experienced physics teachers
Exploring system dynamics of complex societal issues through socio-scientific models
Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching
Designing Online Tools for Collaborative Knowledge Integration
Scientific Reasoning in Science Education
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog
“Okay We’re Doing My Idea”
Measuring Characteristics of Explanations with Element Maps
Engaging Students in Scientific Practices in a Remote Setting
Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies
Planning for student-driven discussions
Note from the new co-editors
Supporting teachers through curriculum-based professional learning
Stories from the field
The impact of the university environment on the development of student research potential
Science teacher's assessment of their students’ models
Sociocultural ways of conceptualizing professional vision to support and study novice science teachers’ learning
Investigating the effectiveness of explicit and implicit inquiry-oriented instruction on primary students’ views about the non-linear nature of inquiry
A three-dimensional conceptualization of authentic inquiry-based practices
Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development
High school students’ engagement in science learning
The impact of artificial intelligence on scientific practices
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
Conceptualising a science toolkit for systematic educational dialogue analysis (SciT-Seda)
Science teachers’ use of argumentation instructional model
Development and validation of an instrument to investigate secondary school students' desire to engage in scientific inquiry
Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
Epistemic operations performed by high school students in an argumentation and decision-making context
Beyond pedagogy
Features of and representational strategies in instructional videos for primary science classes
Exploring the roles, tools, and contexts of inservice elementary science teachers
Board game design
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
Data-Texts in the Sciences
Quantification in Empirical Activity
Analysis of Inquiry-Based Tasks in Elementary Science Textbooks in China
“Trust Me, I’m a Scientist”
Epistemic Practices Created by Discursive Interactions between Pre-service Chemistry Teachers
The Presentation of Science Practice in Twenty Historical Cases
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
Teachers’ Incorporation of Epistemic Practices in K-8 Engineering and Their Views About the Nature of Engineering Knowledge
Making Sense of Uncertainty in the Science Classroom
Estimating Epistemic Practices Loads in Elementary and Middle School Science Curricula
Teaching Nature of Science
Inquiry Activity Design from Singaporean and Indonesian Physics Textbooks
Do What Darwin Did
A Framework for Evidentiary Reasoning in Biology
An examination of student epistemic agency
The impact of light-weight inquiry with computer simulations on science learning in classrooms
Computer-based guidance to support students’ revision of their science explanations
Can students evaluate scientific YouTube videos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change
Teachers’ enactment of policy in classrooms
The lecture-free curriculum
High school students' situational engagement associated with scientific practices in designed science learning situations
Understanding the Relational Dimensions of Classroom Modeling Conversations
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit
Understanding student use of epistemic criteria in engineering design contexts
Four years of collaboration in a professional learning community
Vair—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
A Realist Approach to Science Education
Making in‐the‐moment learning visible
Emotions in the doing of science
The Classroom‐Research‐Mentoring Framework
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit
“That's Our Question!”
Navigating student uncertainty for productive struggle
Scientific argumentation and responsive teaching
Characterizing the formative assessment enactment of experienced science teachers
The tension between pattern‐seeking and mechanistic reasoning in explanation construction
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty
Measuring epistemic knowledge development related to scientific experimentation practice
Leveraging curricular and students' resources to instigate and sustain problematizing
Developing an instrument to examine students' analogical modeling competence
Interlocking models in classroom science
Acting with epistemic agency
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS
Emotion, place, and practice
Students' adherences to epistemic understanding in evaluating scientific claims
Teachers' Customizations of Storyline Science Curriculum
Epistemic agency for costructuring expansive knowledge‐building practices
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms
Characterizing adaptive teaching expertise
Explaining Science
Scaffolding Complex Learning
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
We Be Burnin'! Agency, Identity, and Science Learning
Understanding students' practical epistemologies and their influence on learning through inquiry
Funds of knowledge and discourses and hybrid space
TAPping into argumentation
Framing for scientific argumentation
Classroom communities' adaptations of the practice of scientific argumentation
Developing a learning progression for scientific modeling
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
Epistemologically authentic inquiry in schools
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Enhancing the quality of argumentation in school science
Explanation‐driven inquiry
Guiding Principles for Fostering Productive Disciplinary Engagement
Working toward a stronger conceptualization of scientific explanation for science education
Expanding the Dimensions of Epistemic Cognition
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Designing for Productive Failure
All Other Things Being Equal
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Rethinking diversity in learning science
Scientific discourse in three urban classrooms
Making sense of argumentation and explanation
Beyond the scientific method
Classrooms
Motivational Beliefs, Values, and Goals
The Cambridge Handbook of the Learning Sciences
Appropriating Scientific Discourse
Learning Lessons
Every good‐bye ain’t gone’
The generality of scientific models
A History of Ideas in Science Education
Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls
Inquiry in science education
Teaching Scientific Practices
Toward a First Nations cross-cultural science and technology curriculum
Cultural processes in science education
Science Education in Three-Part Harmony
Desettling Expectations in Science Education
Viewing Classrooms as Cultural Contexts for Fostering Scientific Literacy
| Unique citing works | 165 |
|---|---|
| Citations per year | 18,33 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 164 |