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Following the Thread From Planning to High-Quality Discourse About Science
Mon, April 11, 10:00 to 11:30am, Convention Center, Floor: Level One, Room 101Session Type: Structured Poster Session
Abstract
To meet the ambitious goals of the Next Generation Science Standards, teachers must engage students in rich epistemic discourse in science classes. Different research groups around the world are developing a variety of intriguing conceptualizations of what this epistemic discourse looks like and how it can be promoted instructionally. The motivation for this poster symposium is to bring together ideas about high-quality epistemic discourse from leading research groups around the USA and the world. We will compare and contrast these ideas so as to advance thinking in the field of how to conceptualize high-quality epistemic discourse, learn how to develop analytic schemes to capture such discourse, and how to promote such discourse in the design and implementation of learning environments.
Sub Unit
Chairs
Randi M Zimmerman, Rutgers University
Clark A. Chinn, Rutgers University
Ravit Golan Duncan, Rutgers University
Papers
A Novel Framework for Characterizing Scientific Epistemic Discourse - Leema G. Berland, University of Wisconsin - Madison; Christina R. Krist, Northwestern University
Answer-Givers Versus Explanation-Builders: What Elementary Teachers Do to Foster Rigorous and Epistemically Rich Discourse - Mark A. Windschitl, University of Washington; Carolyn Colley, University of Washington
Linking Discourse and Key Epistemic Practices: Tracing the Diffusion of Knowledge From Professional Development Contexts Into the Classroom - Sarah Michaels, Clark University; Renee A. Affolter, University of Massachusetts - Amherst; Jean Moon, Tidemark Institute; Catherine O'Connor, Boston University; Brian J. Reiser, Northwestern University
Metaepistemic Discourse in Middle School Science Inquiry Classes - Brandon Mauclair-Augustin, Rutgers University; Clark A. Chinn, Rutgers University; Ravit Golan Duncan, Rutgers University
Students' Engagement and Persistence in Inquiry During an Introductory Physics Lecture - Anna McLean Phillips, Tufts University; Jessica Watkins, Tufts University; Jennifer Radoff, Tufts University; Lama Ziad Jaber, Florida State University; David Hammer, Tufts University
Small-Group Discourse in Science Classrooms: Recognizing and Promoting High-Quality Interaction - Christine Howe, University of Cambridge
Disagreement Resolution Strategies During Student Inquiry: Applying the AIR Model of Epistemic Cognition - Randi M Zimmerman, Rutgers University; Clark A. Chinn, Rutgers University; Ravit Golan Duncan, Rutgers University
Developing a Climate of High-Quality Epistemic Discourse in Elementary Science - William A. Sandoval, University of California - Los Angeles; Noel D. Enyedy, University of California - Los Angeles; Sihan Xiao, University of California - Los Angeles; Elizabeth Horst Redman, University of California - Los Angeles