Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Abstract

Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

“…To identify case study teachers who have a range of orientations possible, we used maximum variation sampling. This sampling method involved evaluating the scores of the survey, called the Epistemic Orientation Survey (Suh et al, 2022), which the teachers completed before the first SWH workshop. After asking for their consent, we conducted case studies with teachers who volunteered for further data collection.…”

“…The term EO refers to a direction of thinking that determines actions and reactions inside the knowledge generation process (Suh et al, 2022).…”

“…This is even more true when there is a clear need for shifting science teachers' epistemic stances and views toward knowledge generation (Suh & Park, 2017; Windschitl, 2002). To be adaptive decision‐makers aligned with the epistemic underpinnings of the NGSS, teachers must shift their epistemic orientations (EOs) toward generative learning approaches (Suh et al, 2022). In other words, teachers should develop an EO which considers knowledge as unsettled and evolving, learning as a generative activity, and teaching as actions dealing with the complexity and uncertainty of knowledge generation processes (Männikkö & Husu, 2019; Suh et al, 2022).…”

“…To address this concern, a previous study conceptualized EO as a more inclusive concept by collectively considering epistemic beliefs and beliefs about learning and teaching within its framework (Suh et al, 2022). The term EO refers to a direction of thinking that determines actions and reactions inside the knowledge generation process (Suh et al, 2022).…”

The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers

“…The alternative, sociocultural epistemic positions within the curriculum are not present. This suggests that if the multiple epistemic aims of the Australian Curriculum are to be realised, there will be an ongoing need for both teachers and students to increase their epistemic fluency (Suh et al, 2022).…”