How a 6th grade classroom develops epistemologies for building scientific knowledge

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann
PublisherInternational Society of the Learning Sciences (ISLS)
Pages306-313
Number of pages8
Volume1
ISBN (Electronic)9780990355090
StatePublished - Jan 1 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Communities of practice
  • Epistemology
  • Knowledge building
  • Scientific practices

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'How a 6th grade classroom develops epistemologies for building scientific knowledge'. Together they form a unique fingerprint.

  • Cite this

    Krist, C. (2016). How a 6th grade classroom develops epistemologies for building scientific knowledge. In C-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 306-313). International Society of the Learning Sciences (ISLS).