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…

Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as…

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of…

Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners…

Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse. However, there is a paucity of empirical evidence to suggest how children's actions and engagement in these approaches, or "practical epistemologies" (Sandoval, Science Education…

Given current concerns internationally about student performance in science and the need to shift how science is being learnt in schools, as a community, we need to shift how we approach the issue of learning and teaching in science. In the future, we are going to have to close the gap between how students construct and engage with knowledge in a…

Over the past 20 years, claims about how and why student writing can serve learning have changed markedly. This has been partly due to new technologies displacing writing as a predominant resource for learning, prompting new sense-making practices and shifts in how these changes are theorized. Learners now routinely collaborate to generate,…

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners…

Discusses students' perceptions of using writing as a component of their science learning. Results, collected over four years, are organized to include students' perceptions of writing in science, learning, ownership, purpose, and science. These results are then discussed in terms of students' developing metacognition and epistemologies of…

Attempts to clarify the critical, philosophical, epistemological, and pedagogical dimensions and underlying assumptions and relationships of a contemporary view of scientific literacy. Presents a practical framework for using writing in science to enhance scientific literacy and provides illustrative classroom examples. Contains 31 references.…