Abstract Reformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in settings ranging from the classroom to the undergraduate research laboratory. We suggest thinking about the potential intersections of guiding students across these contexts is important. We describe the Classroom‐Research‐Mentoring (CRM) Framework as a novel lens for examining science practice‐based instruction. We present a comparative case study of two teachers as they instruct undergraduate students in a model‐based inquiry laboratory. We analyzed stimulated‐recall episodes uncovering how these teachers interacted with their students and the rationale behind their instructional choices. Through the application of the CRM Framework, we revealed ways teachers can have instructional goals that align with those of a research mentor. For example, our teachers had the goals of “creating an inclusive environment open to student ideas,” “acknowledging students as scientists,” and “focusing students on skills and ideas needed to solve biological problems.” We suggest three functions of research mentoring that translate across the classroom and research laboratory settings: (1) build a shared understanding of epistemic aims, (2) support learners in the productive use of science practices, and (3) motivate learner engagement in science practices.
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This content will become publicly available on June 14, 2025
Exam Implementation of Scientific Epistemic Practices Curricula Through an Adaptive Expertise Lens: A Case Study
Scholars have suggested that one way to promote informed decision making about
pressing socioscientific issues is to incorporate epistemic practices in science curricula.
However, a key factor in teaching with such curricula is whether and how teachers can adapt
instruction from their routine teaching approaches. Through an adaptive expertise lens, in this
study, we examine how two teachers, teaching with agent-based computational complex
systems models, varied in their implementations of epistemic practices and how consequently
students' performance on epistemic practices was impacted. Through qualitative analyses of two
teachers’ implementation recordings, this study examines teachers’ adaptive expertise in
curricular implementations that aim at promoting student epistemic practices and provides
examples of high and low levels of adaptive expertise that result in distinct student classroom
experiences. This study carries implications for future teacher professional development geared
towards improving students' epistemic practices.
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- Award ID(s):
- 2009803
- PAR ID:
- 10534710
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 290-297
- Format(s):
- Medium: X
- Location:
- Buffalo, NY, USA
- Sponsoring Org:
- National Science Foundation
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