Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices.

Autor/inn/en	Berland, Leema; Crucet, Kathleen
Titel	Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices.
Quelle	In: Science education, 100 (2016) 1, S. 5-29Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21196
Schlagwörter	Schüleraktivität; Naturwissenschaftliche Bildung; Modellkonstruktion
Abstract	Science education has long seen an emphasis on supporting students' epistemological understandings of how scientific knowledge is constructed and evaluated with the expectation that these understandings will support the students' own construction and evaluation of scientific knowledge. However, research has shown that this connection does not always bear out because the assumption does not attend to the context in which students' epistemological understandings are accessed. This study presents a microgenetic analysis of two students' model-construction endeavor to explore how context-sensitive analyses influence our characterization of a student's epistemological sophistication. In this analysis, we show that both students held a target epistemological resource but that they did not apply this resource to their final model design consistently. In addition, we show that one student articulated why she applied one epistemological resource instead of the other while the other student did not. We use this case study to explore possible definitions of epistemological sophistication. We conclude that evaluations of epistemological sophistication should focus on the ways in which students discuss their epistemological decisions rather than on the epistemological underpinnings of their knowledge construction work. We conclude with implications for instruction.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2019/3