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In the current “post-truth” era, there is a growing need to promote apt epistemic practices in science education. In this study, we investigated two high-school biology students’ epistemic practices during a modeling unit and appraised them for aptness using the Apt-AIR framework. Additionally, we analyzed their responses to a post-implementation focus group interview, designed to elicit their metacognition regarding epistemic practices, as they answered probing questions about practices within the curriculum and reflected on video clips of other students engaging with the units. We document the epistemic practices that students engage in during a modeling unit and evaluate the extent to which they are apt. Findings suggest a disassociation between students’ cognitive engagement in modeling practices and their metacognitive understanding.
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‘Scientists don’t know the truth; they tell you what they know to be true!’: Shaping High School Students Understanding of How Scientists Establish Trustworthy Claims Using Epistemic Practices
Science skepticism challenges the trustworthiness of scientific knowledge. Researchers suggest that school science curricula should emphasize the epistemic practices realworld scientists use to generate claims, such as actively seeking contradictory evidence for explanatory models and comparing findings with peers. However, empirical evidence supporting the use of epistemic practices, and its potential impact on students’ trustworthiness of science remains limited. This study examines four ninth-grade biology students who designed experiments to understand a fictional viral outbreak using agent-based simulation data. They iteratively refined their designs and discussed with peers. Analysis of student worksheets and discussions reveals that students used three epistemic practices: considering multiple explanations, systematically evaluating evidence, and comparing findings with similar experiments. However, they struggled to revise their initial models when presented with conflicting evidence by their peers. These findings offer insights into how students engage with epistemic practices and their perceptions of science's trustworthiness.
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- Award ID(s):
- 2009803
- PAR ID:
- 10534708
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 274-281
- Format(s):
- Medium: X
- Location:
- Buffalo, NY, USA
- Sponsoring Org:
- National Science Foundation
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