"A Sketch Is Like a Sentence": Curriculum Structures that Support Teaching Epistemic Practices of Science

Autor/inn/en	Enfield, Mark; Smith, Edward L.; Grueber, David J.
Titel	"A Sketch Is Like a Sentence": Curriculum Structures that Support Teaching Epistemic Practices of Science
Quelle	In: Science Education, 92 (2008) 4, S.608-630 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20252
Schlagwörter	Curriculum Development; Elementary Education; Scaffolding (Teaching Technique); Teaching Methods; Thinking Skills; Learning; Grade 3; Visual Aids; Data Collection; Comparative Analysis; Science Education; Science Activities; Educational Change + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lernen; School year 03; 3. Schuljahr; Schuljahr 03; Anschauungsmaterial; Data capture; Datensammlung; Naturwissenschaftliche Bildung; Bildungsreform
Abstract	This research reports on a study of curriculum materials development and use compared with the use of existing curriculum materials in an elementary classroom. The research explored the effect of explicit attention to epistemic practices in curriculum materials and the enactment of those materials. Epistemic practices include asking questions, collecting data, making descriptions of observations, finding patterns in the data, and developing scientific reasoning. Scaffolding considered the function, role, and purpose of epistemic practices in the community of science and the production of scientific knowledge. The designed curriculum was compared with an existing pedagogically similar curriculum to consider whether the scaffolding and explicitness affected enactment. Findings lead to the conclusion that enactment was impacted. Specifically, findings show that scaffolding in materials created more instances of students engaging in scientific reasoning. Similarly, the explicit description of epistemic practices supported the teacher in explicitly providing opportunities for children to learn about and use epistemic practices of science. Finally, when using the designed curriculum, teacher modifications during enactment showed to be more consistent with the intended instructional approach and also helpful for children in learning epistemic practices of science. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10