The Role of Dialogic Feedback and Epistemic Cognition in Promoting Evidence-Based Argumentation in Science

• In Event: 64.035 - Research on Learning About and Engaging in Scientific Practices

Abstract

This study examined the relationship between teachers’ epistemic cognition for science instruction and dialogic feedback processes aimed at fostering argumentation. Participants included seventy-seven K-8 teachers who were individually interviewed about their epistemic cognition as it related to their own instructional practice. Interviews were conducted and analyzed using the Teacher Belief Interview (Luft & Roehrig, 2007) and additional in-depth qualitative analyses were conducted using the AIR framework of epistemic cognition (Authors, 2014). After the interview, each teacher submitted two videos in which the teacher engaged students in dialogic argumentation. Teachers’ dialogic feedback practices were analyzed and relationships between their reflective epistemic orientation and their epistemic discourse enactments were established. Implications for theories of epistemic cognition and science teacher education are discussed.

Authors

• Mason Kuhn, University of Northern Iowa

• Ron W. Rinehart, University of Northern Iowa

• Todd Milford, University of Victoria