Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science

Ala Samarapungavan; Kari Clase; Nancy Pelaez; Stephanie Gardner; Chandrani Misra; Ravit Golan Duncan; Clark Chinn; Sarit Barzilai; Leema Berland; Katherine McNeill; Eve Manz; Alison Wylie; William Sandoval

Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science

Ala Samarapungavan, Kari Clase, Nancy Pelaez, Stephanie Gardner, Chandrani Misra, Ravit Golan Duncan, Clark Chinn, Sarit Barzilai, Leema Berland, Katherine McNeill, Eve Manz, Alison Wylie, William Sandoval

Department of Learning and Instructional Sciences

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

Abstract

Although the study of evidentiary reasoning has a long history in psychology and science education, much of this scholarship has focused on how people coordinate evidence with knowledge claims. Less attention has been paid to our notions of evidence itself and how these develop, especially in the context of schooling. In this symposium, presenters draw from scholarship in science studies and the philosophy of science, cognitive work on epistemic reasoning, and research in science education to unpack dimensions of evidentiary reasoning. Our collective focus is on identifying aspects of evidentiary knowledge and reasoning that prevail in scientific practice but are typically absent from classroom implementations of inquiry in science education. Further, the symposium will address sources of challenge for teachers and students as they engage with evidence in the science classroom and discuss ways in which educators can scaffold the development of more sophisticated reasoning with and about evidence.

Original language	English
Title of host publication	13th International Conference of the Learning Sciences, ICLS 2018
Subtitle of host publication	Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Editors	Rosemary Luckin, Judy Kay
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1251-1258
Number of pages	8
Volume	2
ISBN (Electronic)	9780990355038
ISBN (Print)	9781732467217
State	Published - 2018
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018

Conference

Conference	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Country/Territory	United Kingdom
City	London
Period	23/06/18 → 27/06/18

Bibliographical note

Funding Information:
The EBE project is supported by a grant (# 1661124) from the National Science Foundation. The opinions expressed are those of the authors and do not represent views of the National Science Foundation.

Publisher Copyright:
© ISLS.

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Samarapungavan, A., Clase, K., Pelaez, N., Gardner, S., Misra, C., Duncan, R. G., Chinn, C., Barzilai, S., Berland, L., McNeill, K., Manz, E., Wylie, A., & Sandoval, W. (2018). Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science. In R. Luckin, & J. Kay (Eds.), 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count (Vol. 2, pp. 1251-1258). International Society of the Learning Sciences (ISLS).

Samarapungavan, Ala ; Clase, Kari ; Pelaez, Nancy et al. / Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science. 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. editor / Rosemary Luckin ; Judy Kay. Vol. 2 International Society of the Learning Sciences (ISLS), 2018. pp. 1251-1258

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title = "Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science",

abstract = "Although the study of evidentiary reasoning has a long history in psychology and science education, much of this scholarship has focused on how people coordinate evidence with knowledge claims. Less attention has been paid to our notions of evidence itself and how these develop, especially in the context of schooling. In this symposium, presenters draw from scholarship in science studies and the philosophy of science, cognitive work on epistemic reasoning, and research in science education to unpack dimensions of evidentiary reasoning. Our collective focus is on identifying aspects of evidentiary knowledge and reasoning that prevail in scientific practice but are typically absent from classroom implementations of inquiry in science education. Further, the symposium will address sources of challenge for teachers and students as they engage with evidence in the science classroom and discuss ways in which educators can scaffold the development of more sophisticated reasoning with and about evidence.",

author = "Ala Samarapungavan and Kari Clase and Nancy Pelaez and Stephanie Gardner and Chandrani Misra and Duncan, {Ravit Golan} and Clark Chinn and Sarit Barzilai and Leema Berland and Katherine McNeill and Eve Manz and Alison Wylie and William Sandoval",

note = "Funding Information: The EBE project is supported by a grant (# 1661124) from the National Science Foundation. The opinions expressed are those of the authors and do not represent views of the National Science Foundation. Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count ; Conference date: 23-06-2018 Through 27-06-2018",

year = "2018",

language = "English",

isbn = "9781732467217",

volume = "2",

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Samarapungavan, A, Clase, K, Pelaez, N, Gardner, S, Misra, C, Duncan, RG, Chinn, C, Barzilai, S, Berland, L, McNeill, K, Manz, E, Wylie, A & Sandoval, W 2018, Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science. in R Luckin & J Kay (eds), 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. vol. 2, International Society of the Learning Sciences (ISLS), pp. 1251-1258, 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, 23/06/18.

Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science. / Samarapungavan, Ala; Clase, Kari; Pelaez, Nancy et al.
13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. ed. / Rosemary Luckin; Judy Kay. Vol. 2 International Society of the Learning Sciences (ISLS), 2018. p. 1251-1258.

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

TY - GEN

T1 - Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science

AU - Samarapungavan, Ala

AU - Clase, Kari

AU - Pelaez, Nancy

AU - Gardner, Stephanie

AU - Misra, Chandrani

AU - Duncan, Ravit Golan

AU - Chinn, Clark

AU - Barzilai, Sarit

AU - Berland, Leema

AU - McNeill, Katherine

AU - Manz, Eve

AU - Wylie, Alison

AU - Sandoval, William

N1 - Funding Information: The EBE project is supported by a grant (# 1661124) from the National Science Foundation. The opinions expressed are those of the authors and do not represent views of the National Science Foundation. Publisher Copyright: © ISLS.

PY - 2018

Y1 - 2018

N2 - Although the study of evidentiary reasoning has a long history in psychology and science education, much of this scholarship has focused on how people coordinate evidence with knowledge claims. Less attention has been paid to our notions of evidence itself and how these develop, especially in the context of schooling. In this symposium, presenters draw from scholarship in science studies and the philosophy of science, cognitive work on epistemic reasoning, and research in science education to unpack dimensions of evidentiary reasoning. Our collective focus is on identifying aspects of evidentiary knowledge and reasoning that prevail in scientific practice but are typically absent from classroom implementations of inquiry in science education. Further, the symposium will address sources of challenge for teachers and students as they engage with evidence in the science classroom and discuss ways in which educators can scaffold the development of more sophisticated reasoning with and about evidence.

AB - Although the study of evidentiary reasoning has a long history in psychology and science education, much of this scholarship has focused on how people coordinate evidence with knowledge claims. Less attention has been paid to our notions of evidence itself and how these develop, especially in the context of schooling. In this symposium, presenters draw from scholarship in science studies and the philosophy of science, cognitive work on epistemic reasoning, and research in science education to unpack dimensions of evidentiary reasoning. Our collective focus is on identifying aspects of evidentiary knowledge and reasoning that prevail in scientific practice but are typically absent from classroom implementations of inquiry in science education. Further, the symposium will address sources of challenge for teachers and students as they engage with evidence in the science classroom and discuss ways in which educators can scaffold the development of more sophisticated reasoning with and about evidence.

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AN - SCOPUS:85053902272

SN - 9781732467217

VL - 2

SP - 1251

EP - 1258

BT - 13th International Conference of the Learning Sciences, ICLS 2018

A2 - Luckin, Rosemary

A2 - Kay, Judy

PB - International Society of the Learning Sciences (ISLS)

T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count

Y2 - 23 June 2018 through 27 June 2018

ER -

Samarapungavan A, Clase K, Pelaez N, Gardner S, Misra C, Duncan RG et al. Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science. In Luckin R, Kay J, editors, 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. Vol. 2. International Society of the Learning Sciences (ISLS). 2018. p. 1251-1258

Unpacking dimensions of evidentiary knowledge and reasoning in the teaching and learning of science

Abstract

Conference

Bibliographical note

ASJC Scopus subject areas

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Cite this