Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse

Susan A. Yoon, Clark Chinn, Noora F. Noushad, Toshio Mochizuki, Sarit Barzilai, Shiri Mor-Hagani, Fayez Abed, Danna Tal-Savir, Emily Adah, Leema Berland, Eve Manz, Christopher Georgen, M. Anne Britt, Steven McGee, Randi McGee-Tekula, Kathryn Rupp, Karyn Higgs, Kathleen Easley, Amanda M. Durik, Jessica Shuk Ching LeungNa'ama Y. Av-Shalom, Ravit Golan Duncan, Joshua Danish, Cindy Hmelo-Silver, Danielle Murphy, Christina Stiso, Zachary Ryan, Jinzhi Zhou, Amanda Cottone, Huma Hussain-Abidi

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Epistemic practices are the goal- and norm-guided actions people use to develop knowledge within a domain, such as analyzing evidence to support scientific claims. Developing sound epistemic practices is critical considering the current rise in post-truth discourse that constrains society's abilities to make informed decisions. Learning scientists have increasingly offered frameworks and methodologies to support improved epistemic performance. However, there is a lack of consensus in the field about what epistemic practices are that students can take up, as well as strategies to best support teachers in this endeavor. This symposium brings together seven teams of researchers who have been working on developing epistemic practices in K-12 classrooms. In conversation with each other and the audience, we aim to understand how epistemic growth is conceptualized in its myriad forms across students and teachers in addition to the design characteristics and indicators of growth of learning environments that promote epistemic performance.

Original languageEnglish
Title of host publicationInternational Collaboration toward Educational Innovation for All
Subtitle of host publicationOverarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
EditorsClark Chinn, Edna Tan, Carol Chan, Yael Kali
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1683-1690
Number of pages8
ISBN (Electronic)9781737330653
StatePublished - 2022
Event16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan
Duration: 6 Jun 202210 Jun 2022

Publication series

NameProceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)1814-9316

Conference

Conference16th International Conference of the Learning Sciences, ICLS 2022
Country/TerritoryJapan
CityVirtual, Online
Period6/06/2210/06/22

Bibliographical note

Publisher Copyright:
© ISLS.

Keywords

  • K-12 science education
  • epistemic practices
  • post-truth
  • reasoning and sensemaking

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint

Dive into the research topics of 'Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse'. Together they form a unique fingerprint.

Cite this