Abstract
Recent reforms in science education emphasize engaging students in scientific practices (NRC, 2011). These reforms aim to not only have students doing things scientists do, but to have them doing them with the similar goal of constructing explanatory accounts of the natural world in principled, consistent ways. In this case study, we used a communities-ofpractice framework to analyze how students' perceptions of the epistemological purposes of several classroom activities change over time. We found that students used their everyday experiences in ways that allowed them to engage in and describe modeling practices that contributed to their classroom's knowledge building goal. In addition, we found that students' articulations of that goal became more epistemologically sophisticated over time. Our analysis provides insights on how students productively use everyday experiences in scientific practices and offers suggestions for how to rethink learning progressions to account for students' perceptions of their modeling practices.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 270-277 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | January |
| State | Published - 2014 |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education