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 Leung; Na'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

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

Department of Learning and Instructional Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-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 language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1683-1690
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

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

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

Bibliographical note

Funding Information:
The authors would like to thank the ISRAEL SCIENCE FOUNDATION (grant No. 1716/12, grant No. 1859/19); the U.S. National Science Foundation (DRL #2009803; DRL# 1761019; DRL #1749324; DRL #181380), and the George Lucas Educational Foundation for supporting our work.

Publisher Copyright:
© ISLS.

Keywords

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

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Yoon, S. A., Chinn, C., Noushad, N. F., Mochizuki, T., Barzilai, S., Mor-Hagani, S., Abed, F., Tal-Savir, D., Adah, E., Berland, L., Manz, E., Georgen, C., Britt, M. A., McGee, S., McGee-Tekula, R., Rupp, K., Higgs, K., Easley, K., Durik, A. M., ... Hussain-Abidi, H. (2022). Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1683-1690). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Yoon, Susan A. ; Chinn, Clark ; Noushad, Noora F. et al. / Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 1683-1690 (Proceedings of International Conference of the Learning Sciences, ICLS).

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

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.",

keywords = "epistemic practices, K-12 science education, post-truth, reasoning and sensemaking",

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

note = "Funding Information: The authors would like to thank the ISRAEL SCIENCE FOUNDATION (grant No. 1716/12, grant No. 1859/19); the U.S. National Science Foundation (DRL #2009803; DRL# 1761019; DRL #1749324; DRL #181380), and the George Lucas Educational Foundation for supporting our work. Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",

year = "2022",

language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "1683--1690",

editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",

booktitle = "International Collaboration toward Educational Innovation for All",

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Yoon, SA, Chinn, C, Noushad, NF, Mochizuki, T, Barzilai, S, Mor-Hagani, S, Abed, F, Tal-Savir, D, Adah, E, Berland, L, Manz, E, Georgen, C, Britt, MA, McGee, S, McGee-Tekula, R, Rupp, K, Higgs, K, Easley, K, Durik, AM, Leung, JSC, Av-Shalom, NY, Duncan, RG, Danish, J, Hmelo-Silver, C, Murphy, D, Stiso, C, Ryan, Z, Zhou, J, Cottone, A & Hussain-Abidi, H 2022, Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 1683-1690, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse. / Yoon, Susan A.; Chinn, Clark; Noushad, Noora F. et al.

International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 1683-1690 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse

AU - Yoon, Susan A.

AU - Chinn, Clark

AU - Noushad, Noora F.

AU - Mochizuki, Toshio

AU - Barzilai, Sarit

AU - Mor-Hagani, Shiri

AU - Abed, Fayez

AU - Tal-Savir, Danna

AU - Adah, Emily

AU - Berland, Leema

AU - Manz, Eve

AU - Georgen, Christopher

AU - Britt, M. Anne

AU - McGee, Steven

AU - McGee-Tekula, Randi

AU - Rupp, Kathryn

AU - Higgs, Karyn

AU - Easley, Kathleen

AU - Durik, Amanda M.

AU - Leung, Jessica Shuk Ching

AU - Av-Shalom, Na'ama Y.

AU - Duncan, Ravit Golan

AU - Danish, Joshua

AU - Hmelo-Silver, Cindy

AU - Murphy, Danielle

AU - Stiso, Christina

AU - Ryan, Zachary

AU - Zhou, Jinzhi

AU - Cottone, Amanda

AU - Hussain-Abidi, Huma

N1 - Funding Information: The authors would like to thank the ISRAEL SCIENCE FOUNDATION (grant No. 1716/12, grant No. 1859/19); the U.S. National Science Foundation (DRL #2009803; DRL# 1761019; DRL #1749324; DRL #181380), and the George Lucas Educational Foundation for supporting our work. Publisher Copyright: © ISLS.

PY - 2022

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N2 - 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.

AB - 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.

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KW - K-12 science education

KW - post-truth

KW - reasoning and sensemaking

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M3 - Conference contribution

AN - SCOPUS:85145776487

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 1683

EP - 1690

BT - International Collaboration toward Educational Innovation for All

A2 - Chinn, Clark

A2 - Tan, Edna

A2 - Chan, Carol

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PB - International Society of the Learning Sciences (ISLS)

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Y2 - 6 June 2022 through 10 June 2022

ER -

Yoon SA, Chinn C, Noushad NF, Mochizuki T, Barzilai S, Mor-Hagani S et al. Frameworks and Methodologies for Epistemic Growth in K-12 Science Classrooms to Address Post-Truth Discourse. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 1683-1690. (Proceedings of International Conference of the Learning Sciences, ICLS).

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

Abstract

Publication series

Conference

Bibliographical note

Keywords

ASJC Scopus subject areas

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Cite this