Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10335
Title: The Creation of an Epistemically Authentic Learning Environment: Making Space for Epistemic Practices in High School Science Classrooms
Authors: Noushad, Noora F.
Yoon, Susan A.
Richman, Thomas
Cottone, Amanda
Hussain-Abidi, Huma
Chinn, Clark A.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Noushad, N. F., Yoon, S. A., Richman, T., Cottone, A., Hussain-Abidi, H., & Chinn, C. A. (2023). The creation of an epistemically authentic learning environment: Making space for epistemic practices in high school 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. 83-90). International Society of the Learning Sciences.
Abstract: With the rise in post-truth discourse, there is growing urgency to develop an informed understanding of the evolving nature of scientific knowledge through the teaching of epistemic practices (EPs) (i.e., practices scientists use to establish knowledge). Researchers recommend creating epistemically authentic environments to help meet this objective. However, creating such an environment requires teachers to make fundamental shifts in the way science is taught. Specifically, it requires highlighting the ambiguity inherent within the application of EPs and creating evaluation measures that communicate the socially negotiated nature of science. We have limited models examining how this goal can be accomplished inside formal classrooms. In this study, we examine how a teacher created an epistemically authentic environment using a curriculum designed to promote EPs. Our results show that the teacher was successful in creating this environment by distributing instructional authority, crowdsourcing parameters to evaluate EPs, and normalizing making wrong predictions.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.849100
https://repository.isls.org//handle/1/10335
Appears in Collections:ISLS Annual Meeting 2023

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