Abstract
There is a growing consensus in considering that learning science involves students’ participation in the epistemic goals of science (Duschl, 2008; Kelly, 2008) or that, as Duschl (2008) proposes, science education should balance conceptual, epistemic and social learning goals.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Achieve. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
Bell, P., Bricker, L., Tzou, C., Lee, T., & Van Horne, K. (2012). Exploring the science framework: Engaging learners in scientific practices related to obtaining, evaluating and communicating information. The Science Teacher, 79(8), 31–36.
Berland, L. K., Schwarz, C. W., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(in press). doi:10.1002/tea.21257
Bybee, R. (2011). Scientific and engineering practices in K-12 classrooms. Understanding a framework for K-12 science education. The Science Teacher, 78, 34–40.
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141–167.
Crujeiras, B., & Jiménez-Aleixandre, M. P. (2015, 31 August–4 September). Students’ engagement in planning an investigation about tooth decay: Epistemic operations in the chemistry laboratory. Paper presented at the ESERA conference, Helsinki.
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic and social learning goals. Review of Research in Education, 32, 268–291.
Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: An entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1–12. doi:10.1186/s40594-014-0012-6
Duschl, R. A., & Jiménez-Aleixandre, M. P. (2012). Epistemic foundations for conceptual change. In S. M. Carver & J. Shrager (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences (pp. 245–262). Washington, DC: American Psychological Association.
Jiménez-Aleixandre, M. P., & Erduran, S. (2008). Argumentation in science education: An overview. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3–27). Dordrecht: Springer.
Kelly, G. J. (2008). Inquiry, activity and epistemic practice. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 99–117). Rotterdam: Sense Publishers.
Kelly, G. J. (2016). Methodological considerations for interactional perspectives on epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 393–408). New York, NY: Routledge.
Monteira, S. F., & Jiménez-Aleixandre, M. P. (2016). The practice of using evidence in kindergarten: The role of purposeful observation. Journal of Research in Science Teaching, 53 (in press). doi:10.1002/tea.21259
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Osborne, J. (2011). Science teaching methods: A rationale for practices. School Science Review, 93(343), 93–103.
Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 579–599). New York, NY: Routledge.
Pluta, W. J., Chinn, C. A., & Duncan, R. G. (2011). Learners’ epistemic criteria for good scientific models. Journal of Research in Science Teaching, 48(5), 486–511.
Reiser, B. J., Berland, L. K., & Kenyon, L. (2012). Engaging students in the scientific practices of explanation and argumentation. Understanding a framework for K-12 Education. Science and Children, 49(8), 8–13.
Wickman, P.-O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88(3), 325–344.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Jiménez-Aleixandre, M.P., Crujeiras, B. (2017). Epistemic Practices and Scientific Practices in Science Education. In: Taber, K.S., Akpan, B. (eds) Science Education. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-749-8_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-749-8
eBook Packages: EducationEducation (R0)