Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/495
Title: Changes in Students’ Use of Epistemic Criteria in Model Evaluation
Authors: Av-Shalom, Na'ama Y.
El-Moslimany, Hebbah
Duncan, Ravit Golan
Chinn, Clark
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Av-Shalom, N. Y., El-Moslimany, H., Duncan, R. G., & Chinn, C. (2018). Changes in Students’ Use of Epistemic Criteria in Model Evaluation. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Scientists collaboratively develop and use epistemic criteria to evaluate the products of their inquiry practices (e.g., models and arguments). Although students are able to engage in many aspects of scientific practices effectively, we know less about students’ ability to develop and use epistemic criteria. In this paper we discuss a model-based inquiry intervention with seventh grade students in which students developed and used epistemic criteria when evaluating models. We explored students’ use of epistemic criteria before and after the intervention. We found that students were able to generate and use a variety of epistemic criteria even before the intervention. Yet they improved in their ability to invoke fit-with-evidence as an epistemic criterion, a central criterion in modeling and argumentation. Our data suggest that students developed in their understanding of which criteria are prioritized in scientific practice—i.e., a meta-epistemic understanding of the utility and importance of epistemic criteria.
URI: https://doi.dx.org/10.22318/cscl2018.768
https://repository.isls.org//handle/1/495
Appears in Collections:ICLS 2018

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