Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10273
Title: Examining the Effects of Teacher Instructional Approaches on Shifting Students’ Experiences Towards Epistemic Practices During Scientific Modeling
Authors: Cottone, Amanda M.
Yoon, Susan A.
Richman, Thomas
Chinn, Clark A.
Hussain-Abidi, Huma
Noushad, Noora F.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Cottone, A. M., Yoon, S. A., Richman, T., Chinn, C. A., Hussain-Abidi, H., & Noushad, N. F. (2023). Examining the effects of teacher instructional approaches on shifting students’ experiences towards epistemic practices during scientific modeling. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 377-384). International Society of the Learning Sciences.
Abstract: The spread of misinformation regarding socioscientific issues necessitates that science teachers shift focus towards promoting students’ use of reliable scientific reasoning strategies and practices (in addition to content knowledge) during instruction. Our goals in this study are twofold: 1) to develop a trustworthy survey instrument that can effectively measure students’ experiences engaging in the epistemic practices (EPs) of scientists in the classroom, and 2) to better understand the mechanistic link between instructional approaches and student outcomes. We present a mixed-methods analysis of the variation in classroom experiences that emerged between two teachers with contrasting sets of student outcomes. This study represents one pathway to creating a novel, contextualized survey instrument that can effectively measure the extent to which learners might engage with aspects of EPs in their science classroom. It also further supports student-centered argumentation practices as an effective approach for shifting instruction towards promoting EPs.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.200377
https://repository.isls.org//handle/1/10273
Appears in Collections:ISLS Annual Meeting 2023

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