Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10320
Title: Analyzing Teacher Epistemic Moves in Science Classrooms
Authors: Hussain-Abidi, Huma
Hunkar, Kyle
Chinn, Clark A.
Yoon, Susan A.
Cottone, Amanda M.
Noushad, Noora F.
Richman, Thomas
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Hussain-Abidi, H., Hunkar, K., Chinn, C. A., Yoon, S. A., Cottone, A. M., Noushad, N. F., & Richman, T. (2023). Analyzing teacher epistemic moves in science classrooms. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 720-727). International Society of the Learning Sciences.
Abstract: Science education needs to be transformed to meet the needs of the current “post- truth” era. One way to face these challenges is for science educators to promote apt epistemic performance in classrooms. In this paper, we use Barzilai & Chinn’s (2018) Apt-AIR framework to analyze teacher instructional moves as they work to encourage apt epistemic performance in their science classrooms. Findings present a portrait of teacher moves directed at epistemic performance. Specifically, we highlight teacher epistemic moves that emerged from our analysis. We discuss trends in teachers’ moves and implications of these for improving classroom epistemic discourse, and we discuss the potential to develop epistemic routines that coordinate productive sequences of moves. We conclude with the affordances and implications of our analysis for science education.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.977729
https://repository.isls.org//handle/1/10320
Appears in Collections:ISLS Annual Meeting 2023

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