I symposiet deltog MND:s forskare med bidraget Using peer review to support epistemic school lab practices (Karim Hamza, Jesús Piqueras, Per-Olof Wickman och Marcus Angelin). 

Information om symposiet:

Current Challenges about Epistemic Practices and Scientific Practices in Science Education

Organiser: Maria Pilar Jimenez Aleixandre (University of Santiago de Compostela, Spain), marilarj.aleixandre@usc.es

Chair: Jesus Piqueras (Stockholm University, Sweden)

Discussant: Jim Ryder (University of Leeds, United Kingdom)


1 Epistemic Practices and Scientific Practices: Theoretical and educational challenges

Maria Pilar Jimenez Aleixandre (University of Santiago de Compostela, Spain), Richard A. Duschl (Pennsylvania State University, United States)

2 Exploring the value of metacognition for instruction of epistemic and scientific practises

Anat Zohar (Hebrew University, Israel)

3 Towards a holistic model of epistemic practises for science education

Sibel Erduran (University of Limerick, Ireland), Zoubeida Dagher, University of Delaware, United States)

4 Using peer review to support epistemic school lab practises

Karim Hamza ((Stockholm University, Sweden), Jesus Piqueras (Stockholm University, Sweden), Per-Olof Wickman (Stockholm University, Sweden), Marcus Angelin (Stockholm University, Sweden)

Abstract: The aim of this symposium is to undertake a critical examination of epistemic practices, and of the challenges, theoretical and educational, involved in incorporating them to science education. There is consensus on the need for balancing conceptual, epistemic and social learning goals (Author 2, 2008), and the central position accorded to epistemic practices by theoretical approaches (e.g., Chinn et al., 2014; Kelly, 2008) is reflected in policy documents (NGSS, 2013), which place scientific practices at the centre of science teaching and learning. The four papers combine theoretical and methodological approaches (papers 1, 2 & 3), drawing from the literature, with empirical studies focusing on how to enact epistemic practices in the science classroom (paper 4). They share an approach viewing epistemic practices as enacted, rather than as beliefs (Author 1, 2014; Author 8 & colleagues, 2012). A relevant question is the characterization of epistemic and scientific practices, their mutual relationships, and the implications for instruction, explored in papers 1 and 2. Paper 1 examines the characterization of epistemic practices, and the relationships between epistemic and scientific practices, seeking to identify productive ways of engaging students in them. Paper 2 explores the role of metacognition, in particular of epistemic metacognitive knowledge, in fostering students’ engagement with epistemic and scientific practices, an issue related to personal epistemologies and to how to teach the Nature of Science (NOS). Paper 3, framed in a reconceptualization of NOS, proposes a science teaching heuristic for the purpose of engaging students in scientific practices, as well as for supporting teachers’ understanding of their epistemic, cognitive, and social aspects. Paper 4 reports about the effects, on student discourse, of making the epistemic aims explicit content in the school laboratory; achieved through peer review. The four papers seek to contribute to the emerging research line about epistemic practices.