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Title: Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School Science
Authors: Xiao, Sihan
Sandoval, William A.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Xiao, S. & Sandoval, W. A. (2016). Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School Science In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: Supporting argumentation that fosters not only students’ disciplinary engagement but also their epistemological development is of great importance in science education. Due to constraints of resources and designs, building “productive moments of uncertainty” (Manz, 2015) into the classroom to facilitate argumentation is challenging. This study addresses such challenge by analyzing how 6th graders resolve disagreements when evaluating epistemic and disciplinary claims. Preliminary findings suggest that talking about epistemic concerns without disciplinary engagement is not productive. Embedding epistemic practice in resolving disciplinary disagreements, however uncomplicated it may seem, would foster productive argumentation. Understanding what disagreements are challengingly resolvable and how both epistemic and disciplinary practices play a role in evaluating claims thus sheds needed light on designing effective learning environments that foster deep learning.
Appears in Collections:ICLS 2016

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