An Exploration of a Science Teacher's Epistemological Framing and Its Relationship to Their Facilitation Moves

• In Event: Helping Science Teachers Attend to Language and Student Talk

Abstract

Teachers play a critical role in engaging students' sense-making processes about science through argumentation. In this study within the larger DBR we employ discourse analysis to identify a science teacher's conceptualizations of articulated and enacted construction of knowledge practices, and then characterize their framing of the construction of scientific knowledge and its relationship with classroom dialogue facilitation moves. We found how this teacher's orientation to scientific knowledge as the students’ ability to explain the process of nature using scientific principles is instantiated through her moves to offer students multiple opportunities to explain to each other what they understood of the content and to probe their understanding through questions when intervening in small group discussions.

Authors

• Zaynab Amelia Gates, University of California - San Diego

• Sherice Clarke, University of California - San Diego

• Katherine Dennis, University of California - San Diego

• Barbara Lee, University of California - San Diego

• Ung-Sang Lee, University of Nevada - Las Vegas

• Tarang Tripathi, University of California - San Diego

• Sushil Shintre, University of California - San Diego