Latent Growth of Elementary Science Teachers’ Epistemic Orientation: A Curve-of-Factors Model (Poster 15)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Considering Teachers, Students, and Contexts in Science Education

Abstract

Epistemic orientation enables science teachers to create a generative learning classroom in which students construct ideas and share them with peers through dialogical interactions. Elementary science teachers participated in a two-year professional development workshop to learn epistemic tools. Teachers’ epistemic orientation was examined on four occasions with a short form of epistemic orientation survey. With the curve-of-factors model (CFM), we found that elementary science teachers’ epistemic orientation grew over time. Elementary teachers emerged in professional development workshops to learn generative learning theories. The growth of epistemic orientation may imply that the workshops influenced the shift in teachers’ epistemic orientation. However, more solid research should be conducted in the future.

Authors

• Chenchen Ding, Zhejiang Normal University

• Gavin W. Fulmer, NWEA

• Lesa Hoffman, University of Iowa

• Brian Hand, University of Iowa

• Jee Kyung Suh, University of Alabama