Investigating the Epistemic Practices That Advance High School Students' Learning of Complex Scientific Models

• In Event: AERA Poster Session 1
  In Poster Session: Research on the Complexity of Learning Environments (San Diego)

Abstract

Given the current widespread rejection of scientific findings and principles, it is critical for science education to emphasize evaluating information and claims. Yet teachers need support in cultivating productive epistemic practices (the practices used to establish, critique, and use knowledge within a domain). In this study, we used the Apt-AIR framework, which specifies educational goals for epistemic practices, to elucidate the epistemic practices occurring in a high school biology curriculum that combines experimentation with simulations. Results highlight strengths and weaknesses in students’ epistemic practices, as well as how practices could be more rigorous. This research provides the basis for the design of a new professional development course aimed at promoting students’ apt epistemic practices as they engage in modeling.

Authors

• Noora Fatima Noushad, University of Pennsylvania

• Huma Hussain-Abidi, Rutgers University

• Amanda Cottone, University of Pennsylvania

• Susan A. Yoon, University of Pennsylvania

• Clark A. Chinn, Rutgers University