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Exploring High School Biology Students' Engagement with More and Less Epistemologically Considerate Texts

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Title: Exploring High School Biology Students' Engagement with More and Less Epistemologically Considerate Texts
Language: English
Authors: Kloser, Matthew
Source: Journal of Research in Science Teaching. Dec 2013 50(10):1232-1257.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 26
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Secondary School Science, High School Students, Textbooks, Protocol Analysis, Epistemology, Interviews, Scientific Concepts, Comprehension, Textbook Content, Biology
DOI: 10.1002/tea.21109
ISSN: 0022-4308
Abstract: Texts play an integral role in science research and science classrooms yet biology textbooks have traditionally failed to reflect the epistemic elements of the discipline such as justification of claims and visual representations of empirical data. This study investigates high school biology students' reading experiences when engaging more and less epistemologically considerate (EC) texts. Using a think aloud and interview protocol of 24 high school biology students who represent a range of prior achievement in English/language arts and science, this study explores students' perceived comprehension of, interest in, and trust in more and less EC biology texts and their accompanying visual representations. Results indicate that components unique to the EC texts greatly influenced students' reading experiences. Students' higher levels of interest and trust in the validity of the EC texts resulted from epistemic elements that are highly valued in science, namely, the empirical data embedded in charts and graphs. Furthermore, students most frequently cited the texts' epistemic components as helpful to their perceived comprehension. The data suggest that when compared to traditional textbook accounts, more EC texts can serve as levers in high school biology classrooms for improving students' confidence in comprehending texts, for increasing interest in science content, and for better aligning students' justification of trusting a particular source with what is considered a more sophisticated scientific epistemological stance.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1034045
Database: ERIC
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 10.1002/tea.21109
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  Data: Texts play an integral role in science research and science classrooms yet biology textbooks have traditionally failed to reflect the epistemic elements of the discipline such as justification of claims and visual representations of empirical data. This study investigates high school biology students' reading experiences when engaging more and less epistemologically considerate (EC) texts. Using a think aloud and interview protocol of 24 high school biology students who represent a range of prior achievement in English/language arts and science, this study explores students' perceived comprehension of, interest in, and trust in more and less EC biology texts and their accompanying visual representations. Results indicate that components unique to the EC texts greatly influenced students' reading experiences. Students' higher levels of interest and trust in the validity of the EC texts resulted from epistemic elements that are highly valued in science, namely, the empirical data embedded in charts and graphs. Furthermore, students most frequently cited the texts' epistemic components as helpful to their perceived comprehension. The data suggest that when compared to traditional textbook accounts, more EC texts can serve as levers in high school biology classrooms for improving students' confidence in comprehending texts, for increasing interest in science content, and for better aligning students' justification of trusting a particular source with what is considered a more sophisticated scientific epistemological stance.
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        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Textbooks
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      – SubjectFull: Protocol Analysis
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      – SubjectFull: Epistemology
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      – SubjectFull: Interviews
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      – SubjectFull: Biology
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