View in EDS

Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum

Saved in:
Bibliographic Details
Title: Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum
Language: English
Authors: Pierson, Ashlyn E. (ORCID 0000-0003-2893-5126), Brady, Corey E. (ORCID 0000-0002-4086-9638), Clark, Douglas B. (ORCID 0000-0002-4757-8446), Sengupta, Pratim (ORCID 0000-0001-9914-4028)
Source: Cognition and Instruction. 2023 41(2):125-157.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 33
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1742138
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Descriptors: Epistemology, Models, Science Education, Science Curriculum, Middle School Students, Grade 6, Secondary School Science, Student Attitudes, Values, Student Centered Learning, Student Role, STEM Education
DOI: 10.1080/07370008.2022.2111431
ISSN: 0737-0008
1532-690X
Abstract: Research about modeling emphasizes the importance of heterogeneity in science learning. At the same time, a growing body of scholarship seeks curricular pathways for epistemic and representational convergence. In response to this tension, we propose two constructs: heterogeneity-seeking curricula and commitments. Heterogeneity-seeking curricula emphasize generating and valuing multiple representations of phenomena, offering an image of science that foregrounds messy, nonlinear aspects of learning. Commitments parallel epistemic cognition research by focusing on values that shape students' modeling; however, rather than looking for disciplinary practices in students' modeling, commitments take students' values as a starting point, mapping them to disciplinary resources not typically foregrounded in science education. Using a lens of commitments, we analyze six implementations of a heterogeneity-seeking 6th grade modeling curriculum, and we compare the lens of commitments to the lens of epistemic ideals. Then, we show that, in this context, commitments functioned like epistemic ideals by acting as evaluative resources during modeling. However, commitments also extended beyond this role by helping students ask and explore questions that were not anticipated by the curriculum, problematizing a view of phenomena as objective and external to students' modeling work and showing them instead to be a production of the classroom's multidimensional modeling discourse.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1380951
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1380951
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pierson%2C+Ashlyn+E%2E%22">Pierson, Ashlyn E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2893-5126">0000-0003-2893-5126</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brady%2C+Corey+E%2E%22">Brady, Corey E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4086-9638">0000-0002-4086-9638</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clark%2C+Douglas+B%2E%22">Clark, Douglas B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4757-8446">0000-0002-4757-8446</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sengupta%2C+Pratim%22">Sengupta, Pratim</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9914-4028">0000-0001-9914-4028</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Cognition+and+Instruction%22"><i>Cognition and Instruction</i></searchLink>. 2023 41(2):125-157.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1742138
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07370008.2022.2111431
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0737-0008<br />1532-690X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research about modeling emphasizes the importance of heterogeneity in science learning. At the same time, a growing body of scholarship seeks curricular pathways for epistemic and representational convergence. In response to this tension, we propose two constructs: heterogeneity-seeking curricula and commitments. Heterogeneity-seeking curricula emphasize generating and valuing multiple representations of phenomena, offering an image of science that foregrounds messy, nonlinear aspects of learning. Commitments parallel epistemic cognition research by focusing on values that shape students' modeling; however, rather than looking for disciplinary practices in students' modeling, commitments take students' values as a starting point, mapping them to disciplinary resources not typically foregrounded in science education. Using a lens of commitments, we analyze six implementations of a heterogeneity-seeking 6th grade modeling curriculum, and we compare the lens of commitments to the lens of epistemic ideals. Then, we show that, in this context, commitments functioned like epistemic ideals by acting as evaluative resources during modeling. However, commitments also extended beyond this role by helping students ask and explore questions that were not anticipated by the curriculum, problematizing a view of phenomena as objective and external to students' modeling work and showing them instead to be a production of the classroom's multidimensional modeling discourse.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1380951
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1380951
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07370008.2022.2111431
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 125
    Subjects:
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Curriculum
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Values
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: STEM Education
        Type: general
    Titles:
      – TitleFull: Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pierson, Ashlyn E.
      – PersonEntity:
          Name:
            NameFull: Brady, Corey E.
      – PersonEntity:
          Name:
            NameFull: Clark, Douglas B.
      – PersonEntity:
          Name:
            NameFull: Sengupta, Pratim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0737-0008
            – Type: issn-electronic
              Value: 1532-690X
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Cognition and Instruction
              Type: main
ResultId 1