Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8968
Title: Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse
Authors: Yoon, Susan A.
Chinn, Clark A.
Noushad, Noora F.
Mochizuki, Toshio
Barzilai, Sarit
Mor-Hagani, Shiri
Abed, Fayez
Tal-Savir, Danna
Adah, Emily
Berland, Leema
Manz, Eve
Georgen, Christopher
Britt, M. Anne
McGee, Steven
McGee-Tekula, Randi
Rupp, Kathryn
Higgs, Karyn
Easley, Kathleen
Durik, Amanda M.
Leung, Jessica Shuk Ching
Av-Shalom, Na'ama Y.
Duncan, Ravit Golan
Danish, Joshua
Hmelo-Silver, Cindy E.
Murphy, Danielle
Stiso, Christina
Ryan, Zachary
Zhou, Jinzhi
Cottone, Amanda M.
Hussain-Abidi, Huma
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Yoon, S. A., Chinn, C. A., Noushad, N. F., Mochizuki, T., Barzilai, S., Mor-Hagani, S., Abed, F., Tal-Savir, D., Adah, E., Berland, L., Manz, E., Georgen, C., Britt, M. A., McGee, S., McGee-Tekula, R., Rupp, K., Higgs, K., Easley, K., Durik, A. M., Leung, J. S., Av-Shalom, N. Y., Duncan, R. G., Danish, J., Hmelo-Silver, C. E., Murphy, D., Stiso, C., Ryan, Z., Zhou, J., Cottone, A. M., & Hussain-Abidi, H. (2022). Frameworks and methodologies for epistemic growth in k-12 science classrooms to address post-truth discourse. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1683-1690). International Society of the Learning Sciences.
Abstract: Epistemic practices are the goal- and norm-guided actions people use to develop knowledge within a domain, such as analyzing evidence to support scientific claims. Developing sound epistemic practices is critical considering the current rise in post-truth discourse that constrains society’s abilities to make informed decisions. Learning scientists have increasingly offered frameworks and methodologies to support improved epistemic performance. However, there is a lack of consensus in the field about what epistemic practices are that students can take up, as well as strategies to best support teachers in this endeavor. This symposium brings together seven teams of researchers who have been working on developing epistemic practices in K-12 classrooms. In conversation with each other and the audience, we aim to understand how epistemic growth is conceptualized in its myriad forms across students and teachers in addition to the design characteristics and indicators of growth of learning environments that promote epistemic performance. Keywords: epistemic practices, K-12 science education, reasoning and sensemaking, post-truth
Description: Symposium
URI: https://dx.doi.org/10.22318/icls2022.1683
https://repository.isls.org//handle/1/8968
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_1683-1690.pdf325.42 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.