Framing Negotiation: Dynamics of Epistemological and Positional Framing in Small Groups during Scientific Modeling

Autor/inn/en	Shim, Soo-Yean; Kim, Heui-Baik
Titel	Framing Negotiation: Dynamics of Epistemological and Positional Framing in Small Groups during Scientific Modeling
Quelle	In: Science Education, 102 (2018) 1, S.128-152 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shim, Soo-Yean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21306
Schlagwörter	Epistemology; Science Education; Persuasive Discourse; Grade 8; Cooperative Learning; Foreign Countries; Qualitative Research; Discourse Analysis; Modeling (Psychology); Student Attitudes; Teaching Methods; South Korea + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; School year 08; 8. Schuljahr; Schuljahr 08; Kooperatives Lernen; Ausland; Qualitative Forschung; Diskursanalyse; Modeling; Modelling; Modellierung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	In this study, we examined students' epistemological and positional framing during small group scientific modeling to explore their context-dependent perceptions about knowledge, themselves, and others. We focused on two small groups of Korean eighth-grade students who participated in six modeling activities about excretion. The two groups were purposefully selected because the students showed contrasting patterns of collaboration in modeling activities and sometimes showed significant shifts in their participation. We qualitatively analyzed the students' epistemological framing, positional framing, and modeling processes in each episode, based on their discourse and behaviors in the modeling practices. We found that the students' epistemological and positional framing were dynamically intertwined with each other and worked together to guide the students' participation in the group modeling. The students actively constructed and negotiated their perceptions about how to participate in the modeling practices, and those epistemological perceptions were closely related to how they positioned themselves and other participants in each context. This study suggests that it is important to attend to the dynamics of students' epistemological and positional framing in order to understand and facilitate the students' participation in science practice communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01