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In International Conference of Learning Sciences 2024 Proceedings 

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. 

In International Conference of the Learning Sciences 2024 Proceedings 

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.