This study examined the relationship between mathematics achievement and epistemic actions. Cognitive actions that are observed as outcomes of using intellectual resources are referred to as epistemic actions in this study. We focused on four epistemic actions as follows: "selecting," "analyzing," "computing," and…

Epistemological beliefs and argumentation are two important themes in science education, but research on the relationship between them is scarce. We treated epistemological beliefs in our study considering the cognitivist view of personal epistemology and included the justification, source, certainty, and development dimensions. We examined…

This study explored the effects of explicit and implicit epistemologically enhanced instructions probing 9th-grade students' personal epistemologies on their physics-related personal epistemology (PPE) and physics achievement in the heat and temperature unit. In the implicit epistemologically enhanced instruction (IEEI), different dimensions of…

In this study of a postcolonial school, we expand understandings of epistemic justice from the perspective of language, addressing issues of know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute a form of epistemic injustice by diminishing learners' ability to…

Research purposes and design: This study aimed to compare the effects of different explicit approaches used in modeling-based instruction on students' understanding of scientific models and modeling (USMM). In Study 1, a self-study approach was compared to a preliminary explicit approach. In Study 2, preliminary explicit approach and embedded…

In previous work, we described how three teachers differentially create opportunities for students to act as epistemic agents and to engage in collective knowledge-building work (Alzen et al., 2020). The descriptive nature of this previous research provided information about what variability can look like in classrooms attempting these…

Student participation in the science practices is more than following directions to conduct pre-determined experiments and analyze data with expected solutions. This requires classroom shifts that increase the epistemic agency of students: increase student involvement and authority in developing science knowledge and practices, rather than the…

Explainable recommendation, which provides an explanation about why a quiz is recommended, helps to improve transparency, persuasiveness, and trustworthiness. However, little research examined the effectiveness of the explainable recommender, especially on academic performance. To survey its effectiveness, the authors evaluate the math academic…

Teachers' epistemic beliefs may have consequences for their pedagogical work. We used previously developed scales to assess epistemic beliefs that teachers hold about learning, knowledge and knowing, and how they report putting such ideas into practice. The scales consisted of self-reported Likert-type statements considering collaborative…

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in "Whyville," an online game environment with 8 million registered young learners. The learning objectives of two games…

Achieving the targets of science education mostly depends on the true understanding of the fundamentals where science and the scientific efforts are embedded through the realist ontology and epistemology that science is based on. Models have a special place in science education revealing to understand the nature and status of scientific knowledge.…

This qualitative case study investigated how computational models can help students engage in scientific practice and influence their emotional, epistemic, and conceptual aspects. Twenty-four sixth-graders were guided to conduct scientific practices as they predicted and modified the computational models on food web using StarLogo Nova. Three…

It is rare to turn music into a mathematical object in an educational context, although the benefit of the articulation between mathematics and music is recognized. The present study focuses on the epistemic environment created for students to do maths with music. The methodological approach had two components: an exploratory one to study the…

Many empirical studies about STEM (science, technology, engineering, and mathematics) curriculum present problems for students to solve. This paper draws upon the data collected from the enactment of an integrated STEM curriculum to discuss problems as constitutive of problem spaces where four Grade 5 Singapore students engage with the…

Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice-based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However,…