Poster #31 - Developing "Science as Problematic" Views Through Shared Epistemic Authority

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-3 - Science Teaching and Learning SIG Poster Session

Abstract

Developing students’ critical stance towards scientific knowledge claims is a challenge. School science investigations typically present limited opportunities for students to struggle with making epistemic decisions when planning and carrying out investigations. This paper reports on a study testing the conjecture, the extent to which teachers guide the struggle with epistemic decisions impacts students’ developing “science is problematic” knowledge building models. Comparison of classroom group discourse where teachers demonstrated contrasting extents of epistemic authority in students’ scientific inquiry (student-centered versus teacher-centered critique) suggests experiences that provided students epistemic authority to make epistemic decisions, critique ideas, and resolve challenges through critical discussions with teachers, more students in the student-centered critique class developed a “science as problematic” view.

Authors

• Yann Shiou Ong, National Institute of Education - Nanyang Technological University

• Richard A. Duschl, The Pennsylvania State University