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Session Type: Structured Poster Session
There is growing interest in the affordances of knowledge-building or “epistemic” tools to deepen collaboration and learning in classrooms and in professional learning contexts. With the Common Core and NGSS, teachers are being asked to become facilitators of students’ intellectual work, guiding them to participate in public, collaborative, culturally responsive, and equitable knowledge building as they gain agency as active sensemakers and reasoners. Students are being asked to acquire these new practices as learning becomes a progressive, evidence-based, and collaborative knowledge-building process. Epistemic tools for both students and teachers take on new significance in supporting these shifts. Session posters will focus on research findings on multi-faceted epistemic tools used in classrooms, pre-service courses, and in new models of professional learning.
Jean Moon, Tidemark Institute
Sarah Michaels, Clark University
Deb Morrison, University of Washington - Seattle
1. Shifting Students' Epistemic Roles in Science Classrooms Using Epistemic Tools - David Stroupe, Michigan State University
2. Making Teacher and Student Thinking Visible: Epistemic Tools and Strategies in a Science Video-Based, Analysis-of-Practice Program - Jody Bintz, Biological Sciences Curriculum Study; Kathleen J. Roth, California State Polytechnic University - Pomona; Connie Hvidsten, Biological Sciences Curriculum Study
3. Supporting Evidence Construction in Elementary School Science Investigations - Eve Manz, Boston University
4. Co-Designed Professional Development Resources as Epistemic Tools for Learning Across and Within States - Gina Tesoriero, University of Washington - Seattle; Deb Morrison, University of Washington - Seattle; Philip L. Bell, University of Washington; Tiffany Neill, Oklahoma Department of Education
5. Investigation Questions as Epistemic Tools That Shape Epistemic Agency in Physics Discussions - Enrique (Henry) Suarez, University of Washington - Seattle
6. Epistemic Ripple Effects: Strategically Opening Up Space in Curriculum Materials to Redistribute Epistemic Agency - Christina Krist, University of Illinois at Urbana-Champaign; Mon-Lin (Monica) Ko, University of Illinois at Chicago