What Does Elementary Teachers' Knowledge of Epistemic Tools Mean for Their Practice? A Case Study

• In Event: How Do Teachers Understand Authenticity, Justice, and Praxis?

Abstract

Our study aims to unpack teachers' knowledge of epistemic tools (language, dialogue, and argument) to understand what their knowledge means in their practice. We conducted a case study with 12 teachers throughout the first year of a professional development (PD) program. Interviews and observations were conducted to examine teachers' learning trajectories of epistemic tools and changes in their practice. We found that teachers with higher implementation scores on using epistemic tools developed declarative, procedural, and epistemic knowledge of language and dialogue. However, most teachers failed to develop a procedural and epistemic understanding of argument. Our results have significance for science educators and researchers designing PD for the effective implementation of epistemic tools.

Authors

• Jale Ercan Dursun
  Presenting Author

• Qi Si, University of Alabama
  Presenting Author

• Jee Kyung Suh, University of Alabama
  Non-Presenting Author

• Ercin Sahin, University of Iowa
  Non-Presenting Author

• Brian Hand, University of Iowa
  Non-Presenting Author

• Gavin W. Fulmer, NWEA
  Non-Presenting Author