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Epistemological Alignment and Beliefs in Science and Engineering Education
Sat, April 9, 8:15 to 9:45am, Convention Center, Floor: Level Two, Exhibit Hall D Section BSession Type: Roundtable Session
Abstract
This round tables consists of 4 papers that explore the epistemological alignment and beliefs of science and engineering educators and professional practitioners. The papers collectively explore the perspectives of pre-service and in-service educators and highlight discrepancies in the alignment of epistemological beliefs in addition to providing insight into the potential for collaboration between science and engineering practitioners and educators.
Sub Unit
Chair
Papers
A New Lens for Examining Teachers' Epistemic Beliefs in Science and Engineering - Megan Ruth Lancaster, University of North Carolina - Greensboro; Heidi Carlone, University of North Carolina - Greensboro
Epistemological Alignment in Implementation of High School Engineering Instruction - Katherine Shirey, University of Maryland - College Park
Epistemological Beliefs, Education Outreach, and Collaborations Between Engineers and Educators - Katherine Chesnutt, North Carolina State University; Osman Aksit, North Carolina State University; Shelley A Glimcher, North Carolina State University; M. Gail Jones, North Carolina State University
How Do Scientists and Preservice Teachers Describe Anomalous Data and Justification in Science? - Renee S. Schwartz, Georgia State University