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Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts

English, Mackenzie Evan
http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002

Abstract Details

2014, Master of Science (MS), Wright State University, Biological Sciences.
Recently, the National Research Council developed A Framework for K-12 Science Education (NRC, 2012), to support a new vision of science education. The Framework (2012) focuses on three integrated dimensions--disciplinary core ideas, crosscutting concepts, and scientific and engineering practices which is different than traditional ways of learning science. I focused on students' engagement in scientific practices, attention to epistemological practices (EIP) that guide students' construction, evaluation and revision of knowledge products. I examined how students EIP's changed over time and across contexts with respect to different knowledge product types (models and explanations). I present data from 103, 6th grade students attending two Midwest suburban elementary schools. I collected written embedded assessments and conducted semi-structured interviews. The Science Practices Group has identified four epistemological considerations that comprise students' epistemology in practice-type of account, generality, audience, and justification. I found that students exhibited growth for one of the four epistemological considerations. Students increased from descriptive to more mechanistic explanations (type of account) for modeling and explanation construction. Audience, generality, and justification epistemic considerations decreased over time or remained constant. These findings may suggest that supports from classroom instruction norms and curriculum enactment may affect use of these epistemological considerations in the classroom. Overall, I do see promise in using the epistemological considerations as supportive tools for students when making sense of the practice and engaging in meaningful science learning.
Lisa Kenyon, Ed.D. (Advisor)
Tom Rooney, Ph.D. (Committee Member)
Jeff Peters, Ph.D. (Committee Member)
94 p.
Science Education
epistemology; scientific practices; modeling; middle school

Recommended Citations

Citations

  • English, M. E. (2014). Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts [Master's thesis, Wright State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002

    APA Style (7th edition)

  • English, Mackenzie. Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts. 2014. Wright State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002.

    MLA Style (8th edition)

  • English, Mackenzie. "Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts." Master's thesis, Wright State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002

    Chicago Manual of Style (17th edition)

wright1404396002
416
© 2014, all rights reserved.
This open access ETD is published by Wright State University and OhioLINK.