Abstract
Current reforms in science education emphasize scientific practices as the means by which students develop and use scientific ideas. However, supporting students in engaging meaningfully in scientific practices is challenging because we do not know much about what students learn about the process of engaging in scientific practices, or the epistemic criteria guiding their work. In this paper, I characterize how classroom communities develop sets of epistemic heuristics by engaging in scientific practices over time. Specifically, I present how one classroom community's implicit answers to "What kind of answer are we working to build?" and to "How does the idea we are trying to build relate to other phenomena and ideas?" shifted throughout a unit. I argue that these shifts were designed into the curriculum, but required strategic work on the teacher's part; and that these shifts reflect epistemic learning.
Original language | English (US) |
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Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
Editors | Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 306-313 |
Number of pages | 8 |
Volume | 1 |
ISBN (Electronic) | 9780990355090 |
DOIs | |
State | Published - 2016 |
Externally published | Yes |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
Keywords
- Communities of practice
- Epistemology
- Knowledge building
- Scientific practices
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education