Scholarlink

<p>Pre-service teacher (PST) training is an ideal time to introduce a practical heuristic for thinking critically about science instruction. The construct of epistemic reflexivity or how views of knowledge and ways of knowing lead to practical application, offers a pathway to improve science teaching in the elementary classroom. Nature of scientific knowledge (NOSK) provides a set of vocabulary that reflects foundational truths about the field, while epistemic reflexivity fosters PSTs critical engagement with these constructs and supports their application in teaching. Recent advances in epistemic education, a field that supports epistemic growth, emphasizes engaging teachers in the critical evaluation of knowledge that leads to action. To date, no studies have documented preservice teachers’ use of the (3R–EC) framework (Reflection, Reflexivity, and Resolved Action - Epistemic Cognition) as developed by Lunn Brownlee and colleagues (2017/19) to support epistemic reflexivity. This paper reports the results of a pilot study in a baccalaureate-level teacher induction program where candidates engaged in reflexivity to examine how expert knowledge in science might influence classroom teaching. A written assessment structured around prompts aligned to the (3R–EC) framework was used. After reading scenarios that illustrated the tentative nature of knowledge, candidates answered questions designed to explore (1) the ways they engaged in reflexivity for teaching elementary science using (3R–EC) and (2) the extent to which reflexivity supported their cognition about science instruction. Findings offer a baseline for how epistemic reflexivity enabled candidates to articulate both epistemic (e.g., develop knowledge) and non-epistemic (e.g., develop social skills) aims. Illustrative cases show that while NOSK was widely acknowledged as uncertain, it was enacted in a variety of ways from emphasizing trusted sources to enhancing process skills. Preliminary findings suggest implications for transforming teacher training programs through efforts to make explicit the dual aims of teacher development, balancing epistemic aims (knowledge focused) with non-epistemic aims (social/practical) in science education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teacher candidates’ epistemic reflexivity about elementary science instruction

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月2日

查看全文
  • James Foss

摘要

Pre-service teacher (PST) training is an ideal time to introduce a practical heuristic for thinking critically about science instruction. The construct of epistemic reflexivity or how views of knowledge and ways of knowing lead to practical application, offers a pathway to improve science teaching in the elementary classroom. Nature of scientific knowledge (NOSK) provides a set of vocabulary that reflects foundational truths about the field, while epistemic reflexivity fosters PSTs critical engagement with these constructs and supports their application in teaching. Recent advances in epistemic education, a field that supports epistemic growth, emphasizes engaging teachers in the critical evaluation of knowledge that leads to action. To date, no studies have documented preservice teachers’ use of the (3R–EC) framework (Reflection, Reflexivity, and Resolved Action - Epistemic Cognition) as developed by Lunn Brownlee and colleagues (2017/19) to support epistemic reflexivity. This paper reports the results of a pilot study in a baccalaureate-level teacher induction program where candidates engaged in reflexivity to examine how expert knowledge in science might influence classroom teaching. A written assessment structured around prompts aligned to the (3R–EC) framework was used. After reading scenarios that illustrated the tentative nature of knowledge, candidates answered questions designed to explore (1) the ways they engaged in reflexivity for teaching elementary science using (3R–EC) and (2) the extent to which reflexivity supported their cognition about science instruction. Findings offer a baseline for how epistemic reflexivity enabled candidates to articulate both epistemic (e.g., develop knowledge) and non-epistemic (e.g., develop social skills) aims. Illustrative cases show that while NOSK was widely acknowledged as uncertain, it was enacted in a variety of ways from emphasizing trusted sources to enhancing process skills. Preliminary findings suggest implications for transforming teacher training programs through efforts to make explicit the dual aims of teacher development, balancing epistemic aims (knowledge focused) with non-epistemic aims (social/practical) in science education.