Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9070
Title: Apt Epistemic Practices in a High School Science Classroom: A Contrastive Case Study
Authors: Hussain-Abidi, Huma
Chinn, Clark A.
Yoon, Susan A.
Cottone, Amanda M.
Noushad, Noora F.
Richman, Thomas
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Hussain-Abidi, H., Chinn, C. A., Yoon, S. A., Cottone, A. M., Noushad, N. F., & Richman, T. (2022). Apt epistemic practices in a high school science classroom: A contrastive case study. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 751-758). International Society of the Learning Sciences.
Abstract: In the current “post-truth” era, there is a growing need to promote apt epistemic practices in science education. In this study, we investigated two high-school biology students’ epistemic practices during a modeling unit and appraised them for aptness using the Apt-AIR framework. Additionally, we analyzed their responses to a post-implementation focus group interview, designed to elicit their metacognition regarding epistemic practices, as they answered probing questions about practices within the curriculum and reflected on video clips of other students engaging with the units. We document the epistemic practices that students engage in during a modeling unit and evaluate the extent to which they are apt. Findings suggest a disassociation between students’ cognitive engagement in modeling practices and their metacognitive understanding.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.751
https://repository.isls.org//handle/1/9070
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_751-758.pdf396.1 kBAdobe PDFView/Open


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