Examining How Classroom Communities Developed Practice-Based Epistemologies for Science through Analysis of Longitudinal Video Data

Autor/in	Krist, Christina
Titel	Examining How Classroom Communities Developed Practice-Based Epistemologies for Science through Analysis of Longitudinal Video Data
Quelle	In: Journal of Educational Psychology, 112 (2020) 3, S.420-443 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krist, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000417
Schlagwörter	Longitudinal Studies; Science Instruction; Video Technology; Teaching Methods; Epistemology; Middle School Students; Course Content; Scientific Principles; Classroom Communication; Schemata (Cognition); Teacher Student Relationship; Learning Processes; Concept Formation; Scientific Concepts + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kursprogramm; Klassengespräch; Cognition; Schema; Kognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Concept learning; Begriffsbildung
Abstract	Recent reforms in science education emphasize having students develop and refine core disciplinary ideas through participation in science knowledge--building practices. Supporting students' meaningful participation in these practices is challenging, in part because our understanding of how this kind of participation develops is underexplored. This paper characterizes the epistemic dimension of classroom scientific practice--the underlying assumptions and criteria guiding students' knowledge-building work--in moment-to-moment interactions, and how their use of these criteria shifted over time. These patterns of change illustrate how, by 8th grade, students were more consistently using sophisticated disciplinary forms of epistemic criteria than they were in 6th grade. The shifts toward disciplinary sophistication were cumulative over time and across content areas, suggesting that they reflected a shift in something other than content knowledge gains. Yet these cumulative shifts did not occur in a clean, predictable progression toward sophistication. This study documents the details of these shifts over time and across content areas. By providing an empirical account of the evolution of students' knowledge-building work in practice over time, this study argues for the centrality of epistemic learning goals in science education and proposes implications for how to measure and support students' meaningful participation in scientific practices in contextually valid ways. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01