Development of Epistemic Tools Using Teacher Adaptive Expertise: A Computational Model Study

• In Event: Engaging With the Epistemology and Ontology of Science Teaching

Abstract

Teacher epistemic practices or epistemic tool use involves the use of tools such as dialogue, argumentation, and science language has been used to help elementary teachers create generative learning environments (GLE) in the science classroom. The purpose of this study is to computationally model and capture the impact of teacher adaptive expertise related to epistemic orientation across seven factors thought to produce GLEs. Data used for the computational model was taken from two-year study of epistemic tool use. There was a total of 95 elementary school teachers who participated. The findings of this study that during development of epistemic orientations toward GLEs, adaptive expertise appears to be critical in promoting teachers’ epistemic shifts and a specific combination of traits.

Authors

• Richard Lamb, East Carolina University
  Presenting Author

• Brian Hand, University of Iowa
  Presenting Author

• Jee Kyung Suh, University of Alabama
  Presenting Author

• Gavin W. Fulmer, NWEA
  Presenting Author