Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3518
Title: Using Students' Epistemologies of Science to Guide the Practice of Argumentation
Authors: Kenyon, Lisa
Kuhn, Leema
Reiser, Brian
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Kenyon, L., Kuhn, L., & Reiser, B. (2006). Using Students' Epistemologies of Science to Guide the Practice of Argumentation. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 321-327). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: Understanding students' epistemologies of science have become a primary focus for scientific literacy. We want students to be able to reason about evidence and evaluate knowledge claims. This requires an understanding about the epistemology of science and inquiry practices. In this paper, we propose a functional approach for using students' epistemologies to guide inquiry practices. In our design, students use a set of criteria that reflects epistemologies of science and guides construction and evaluation of explanations in their scientific investigations. We use argumentation to create a need for students to use these criteria to compare and evaluate one another's explanations. This study takes place in a 7th grade project-based ecology unit. Our analysis shows that these criteria guide students as they construct and evaluate explanations. During this process, students enhance their epistemologies of science and the quality of their scientific work products.
URI: https://doi.dx.org/10.22318/icls2006.321
https://repository.isls.org//handle/1/3518
Appears in Collections:ICLS 2006

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