Design to Understand Curriculum: Epistemic Practices, Teaching, and Learning in Science

2019 ◽

pp. 269-286

Author(s):

Elisa Saraiva

Keyword(s):

Content Analysis ◽

Empirical Study ◽

Teaching And Learning ◽

Physical Sciences ◽

Epistemic Practices ◽

Learning Practices ◽

Practice Development ◽

Nature Of Teaching ◽

Development Of Students

This chapter describes an empirical study using multimodal narratives for research into students' development of epistemic practices in the classroom. Multimodal narratives can give access to classroom events, preserving their complex and holistic nature. Through content analysis, they allow a good comprehension of the multimodal nature of teaching and learning practices. The results of this work highlight the importance of multimodal narratives as a research instrument. Their importance is based on the richness of elements they contain that allow the identification, categorization, and characterization of teacher mediation actions that promote, scaffold, and enlarge students' epistemic practice development. This chapter seeks to describe both their multiple potentialities as an instrument and their limitations when researching the development of students' epistemic practices in the physical sciences classroom.

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Cocktail of Food Science and Argumentation: Shaken or Stirred for Learning?

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i2.1110 ◽

2013 ◽

Vol 1 (2) ◽

Cited By ~ 2

Author(s):

Sibel Erduran

Keyword(s):

Learning Environment ◽

Science Teachers ◽

Teaching And Learning ◽

Food Science ◽

Argumentative Discourse ◽

Epistemic Practices ◽

Interest In Science ◽

Area Of Interest ◽

Learning Scenarios ◽

Instructional Frameworks

Food science like other domains of science poses challenges to teachers and learners. A significant challenge concerns the articulation in the learning environment of the evidence and justification for the knowledge claims made about food. Often such claims are based not on evidence but myth. What is the evidence that a potato will absorb excess salt in a soup or stew? Or that butter will spoil if not refrigerated constantly? Articulation of the evidence and justification necessitates the incorporation of the epistemic practices of food science in the learning environment. Epistemic practices are the cognitive and discursive activities that develop epistemic understanding – understanding of the nature of knowledge including how knowledge production occurs. Argumentation, the coordination of theory and evidence, is an example epistemic practice that has grown as an area of interest in science education in the past two decades. Numerous studies have highlighted the importance of argumentative discourse in the acquisition of scientific knowledge and the development of habits of mind in science. The implication is that argumentation is a form of discourse that needs to be appropriated by learners and explicitly taught through suitable instruction, task structuring and modeling. In this paper, an example introduced to illustrate how argumentation can be contextualised in food science with concrete teaching and learning scenarios. The question is raised about whether the argumentation orientation poses a radical stir or it could be integrated into existing instructional frameworks in food science. A set of recommendations for the design and implementation of professional development provision are provided to enhance food science teachers’ learning of epistemic practices of science including argumentation.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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