Representing and Supporting the Development of Epistemic Practices in Classroom Communities

Session Submission Type: Symposium

Abstract

The focus of this symposium is the representation and support of students’ participation in disciplinary epistemic practices in elementary and middle school classrooms. The shared commitment of the papers is that practices develop in communities in relation to activity; therefore, supports for students must include the careful design of learning environments that render the practice both sensible and subject to presses for refinement. Each paper explores one or more disciplinary practices from mathematics and scientific disciplines: the development and critique of measure, ecological systems thinking, scientific argument, and mathematical definition. Together, they present a range of methods for representing students’ participation in epistemic practices and highlight tools and challenges for the design of learning environments that support those practices.

Sub Unit

• Division C - Learning and Instruction / Section 5: Learning Environments

Chair

• Richard Lehrer, Vanderbilt University

Papers

• Professional and Student Visions of Statistics - Ryan Seth Jones, Vanderbilt University; Richard Lehrer, Vanderbilt University

• Seeing and Modeling Ecosystem Functionality Across Aquatic Ecologies - Michelle Cotterman, Vanderbilt University; Richard Lehrer, Vanderbilt University; Leona Schauble, Vanderbilt University

• Engaging Students in the Epistemic Function of Scientific Argumentation - Eve Manz, Vanderbilt University

• Characterizing and Supporting Practices of Defining in a Mathematics Classroom - Marta Anna Kobiela, McGill University; Richard Lehrer, Vanderbilt University

Discussant

• Geoffrey B. Saxe, University of California - Berkeley