Supporting development of the epistemology of inquiry

Lehrer, Richard; Schauble, Leona; Lucas, Deborah

doi:10.1016/j.cogdev.2008.09.001

Cited by 117 publications

(103 citation statements)

References 20 publications

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“…The current results contribute to the growing body of research that supports the integration of content-based instruction with other classroom practices that more closely resemble the type of dialogical discourse that characterizes participation in the scientific community (Duschl & Osborne, 2002;Lehrer, Schauble, & Lucas, 2008). In these contexts, students are encouraged to ask questions, justify their own reasoning, and evaluate the reasoning of other individuals.…”

Section: Dialogue Facilitates Early Reasoningmentioning

confidence: 69%

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Walker¹,

Wartenberg²,

Winner³

2013

Developmental Psychology

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Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children’s understanding of knowledge claims as potentially subjective—one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determinant of academic performance and is highly correlated with the ability to understand and produce sound argumentation in adolescents and adults. In a longitudinal study of children 7–8 years old, we assessed the effects of a 3-month philosophy class designed to engage children in dialogic interaction with peers. We examined the influence of this intervention on children’s epistemological understanding and argumentation skills in 4 domains of knowledge: aesthetic, value, social, and physical. Participation in dialogic interaction in an elementary school classroom improved children’s ability to construct their own and opposing arguments across domains and facilitated reasoning about the subjectivity of knowledge in the value domain.

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Section: Dialogue Facilitates Early Reasoningmentioning

confidence: 69%

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Walker¹,

Wartenberg²,

Winner³

2013

Developmental Psychology

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“…In other words, the impression students acquire is that science investigations typically work and the anticipated outcomes are usually achieved. Absent are the struggles that scientists encounter when trying to decide how, what, where, and when to measure or observe what some researchers (Lehrer et al 2008;Ford, 2008;Duschl, 2008) refer to as 'getting a grip on nature.' A steady diet of such investigations-withoutstruggles seems to lead students to leave school with the level 1 naïve notions: obtaining results from investigations and developing scientific knowledge are non-problematic.…”

Section: Knowledge Problematic and The 5d Component Elementsmentioning

confidence: 99%

Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices

Duschl

Bybee

2014

IJ STEM Ed

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The shift from science inquiry to science practices as recommended in the US reports A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the Next Generation Science Standards has implications for classroom/school level instruction and assessment practices and, therefore, for teacher's professional development. We explore some of these implications and the nuances of adopting a practice orientation for science education through the lens of one NGSS practice 'Planning and Carrying Out Investigations' (PCOI). We argue that a focus on any one practice must necessarily consider embracing a 'suite of practices' approach to guide in the design of the curriculum, instruction, assessment, and evaluation. We introduce the 5D model as a curriculum and instruction framework (1) to examine how unpacking PCOI can help teachers bridge to other less-familiar-to-teachers NGSS practices and (2) to help capture the 'struggle' of doing science by problematizing and unpacking for students the 5D component elements of measurement and observation.1. Deciding what and how to measure, observe, and sample; 2. Developing or selecting procedures/tools to measure and collect data; 3. Documenting and systematically recording results and observations; 4. Devising representations for structuring data and patterns of observations; and 5. Determining if (1) the data are good (valid and reliable) and can be used as evidence, (2) additional or new data are needed, or (3) a new investigation design or set of measurements are needed.Our hypothesis is that the 5D model provides struggle type experiences for students to acquire not only conceptual, procedural and epistemic knowledge but also to attain desired 'knowledge problematic' images of the nature of science. Additionally, we further contend that PCOI is a more familiar professional development context for teachers wherein the 5D approach can help bridge the gap between the less familiar and the more complex practices such as building and refining models and explanations.

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“…Lehrer, Schauble, & Lucas, 2008). This research study uses analysis of student writing to focus on epistemological awareness.…”

Section: Change In Epistemological Belief Of Eal Participantsmentioning

confidence: 99%

The Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English Is an Additional Language: An Action Research Study

Satariyan

Reynolds

Kember

2018

Structuring the Thesis

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Supporting development of the epistemology of inquiry

Cited by 117 publications

References 20 publications

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices

The Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English Is an Additional Language: An Action Research Study

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