Science Teacher Understandings of the Epistemic Foundations of Eight Fundamental Science Practices

• In Event: Marriott Roundtable Session 34
  In Roundtable Session: The Impact of Professional Development on Science Teacher Cognition and Motivation

Abstract

For decades, American science education efforts have been criticized for promoting the collection of scientific facts and implementation of “cookbook” laboratory activities, at the expense of engaging students in deep scientific practice. The recently adopted, Next Generation Science Standards require a teacher paradigm shift from transmission of content to engagement in practice. As many scholars point out, however, teachers cannot fully engage their students in scientific practice if they, themselves, do not understand the epistemic underpinnings of eight, fundamental science practices. To this end, we conducted a qualitative study to gain insight into teacher understanding of the epistemic foundations of each of these science practices.

Authors

• Vance J Kite, North Carolina State University

• Soonhye Park, North Carolina State University

• Lanette Phillips, North Carolina State University