Epistemological Authenticity in Science Classrooms

Epistemological Authenticity in Science Classrooms

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A scientifically literate individual understands important characteristics of both the nature of scientific knowledge and the activity that produces it, scientific inquiry. (NRC, 1996; AAAS, 1993) In support of these goals the National Science Education Standards (NRC, 1996) envisions science classrooms where students engage productively in activity that is similar to scientific inquiry. It is presumed that by engaging in this kind of activity students will come to deeper understandings of scientific inquiry and scientific knowledge. For this instructional approach to be successful it is necessary students not only engaging in activity that qlooksq like science in important ways, but also view their own activity as authentically using knowledge for the purpose of making sense of natural phenomena. Notably the determination of what is authentic is problematic in a science classroom. There are two different possible arbiters qpresentq in a classroom, the students themselves and the discipline of science. And what is authentic to one might not be to the other.The episode comes from a fourth grade classroom where Ms. Bell was not the regular classroom teacher but regularly co-taught reading, science, and math with the classroom teacher. Ms. Bell is a Special Educator and ... Initially the students were happy to offer their own ideas about how things might work, but rarely paid any attention to the ideas of their peers. Ms. Bell knew that science was about moreanbsp;...

Title:Epistemological Authenticity in Science Classrooms
Publisher:ProQuest - 2008

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