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Title: Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science
Authors: Samarapungavan, Ala
Clase, Kari
Pelaez, Nancy
Gardner, Stephanie
Misra, Chandrani
Duncan, Ravit Golan
Chinn, Clark
Barzilai, Sarit
Berland, Leema K.
McNeill, Katherine L.
Manz, Eve
Wylie, Alison
Sandoval, William A.
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Samarapungavan, A., Clase, K., Pelaez, N., Gardner, S., Misra, C., Duncan, R. G., Chinn, C., Barzilai, S., Berland, L. K., McNeill, K. L., Manz, E., Wylie, A., & Sandoval, W. A. (2018). Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science. 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: Although the study of evidentiary reasoning has a long history in psychology and science education, much of this scholarship has focused on how people coordinate evidence with knowledge claims. Less attention has been paid to our notions of evidence itself and how these develop, especially in the context of schooling. In this symposium, presenters draw from scholarship in science studies and the philosophy of science, cognitive work on epistemic reasoning, and research in science education to unpack dimensions of evidentiary reasoning. Our collective focus is on identifying aspects of evidentiary knowledge and reasoning that prevail in scientific practice but are typically absent from classroom implementations of inquiry in science education. Further, the symposium will address sources of challenge for teachers and students as they engage with evidence in the science classroom and discuss ways in which educators can scaffold the development of more sophisticated reasoning with and about evidence.
Appears in Collections:ICLS 2018

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