Search Results for epistemic

...Kapon, S. and Berland, L., “Epistemic models of sensemaking and reasoning,” in The International Handbook of Physics Education Research: Learning Physics, edited by M. F. Taşar and P. R. L. Heron (AIP Publishing, Melville, New York, 2023), pp. 12-1–12-22. Introduction This review examines...

...Zemplén, G. Á., “Epistemic beliefs and physics teacher education,” in The International Handbook of Physics Education Research: Special Topics, edited by M. F. Taşar and P. R. L. Heron (AIP Publishing, Melville, New York, 2023), pp. 11-1–11-30. Introduction Children's cognitive maturation...

... status as the cognitively defined learning goals. Studies featuring “epistemic affect” serve as an example; these articles argue that experiencing particular feelings linked to engagement in epistemic practices is a desired outcome of a physics class and not just a happy side effect. We describe...

... and mathematics) involved in the process of conceptual change? Central to scientific knowledge construction are epistemic practices like generating explanations, modeling, and argumentation. Are these important for conceptual change? How are these practices related to conceptual change? How important...

.... There are frameworks very specific to the interplay of mathematics and physics highlighting some characteristics. We describe Symbolic forms ( Sherin, 2001 ) Epistemic games ( Tuminaro and Redish, 2007 ) ACER framework ( Caballero et al., 2015 ) Apart from these specific frameworks...

... ( 1998 ). 10.1023/A:1008645410992 Hammer , D. , Cognit. Instr.   12 ( 2 ), 151 – 183 ( 1994 ). 10.1207/s1532690xci1202_4 Hazlett , A. , Episteme   13 ( 4 ), 539 – 547 ( 2016 ). 10.1017/epi.2016.29 Hofer , B. K. , Contemp. Educ. Psychol.   25 ( 4 ), 378 – 405...

... are often characterized by the articulation of local and/or global objectives and the sequence of micro-discursive actions. Guidance takes different forms, in particular according to the type of knowledge (e.g., content, procedural, epistemic), the associated representations (semiotic components...

... and research ( Vojíř and Rusek, 2019 ), people have begun to pay attention to the importance of content in textbooks. In order to unpack the multi-faced contents of physics textbooks, this study reviewed the contents of physics textbooks from conceptual, epistemic and social levels. These levels are related...

... and energy change. We discuss the introduction of these two concepts in an integrated science curriculum and suggest how their relation to other disciplinary contexts can enrich understanding and decrease knowledge fragmentation. Then, we return to our first question regarding the role of epistemic...

...., Williams et al., 2019). Here, we first attend to how students engage with others when co-constructing knowledge, and then focus our attention on some of the disciplinary practices that have been represented in the PER literature (see Kapon and Berland, this volume, for a deeper dive into epistemic...

... of Teachers of Mathematics, 2003 ), pp. 95 – 113 . Thompson , P.   et al. , Epistemic Algebraic Students: Emerging Models of Students’ Algebraic Knowing (University of Wyoming, 2014 ), Vol. 4 , pp. 1 – 24 . ...

...., 2016 ) and the related resources framework ( Hammer et al., 2005 ). Research within this thread has focused on epistemic games, the role of epistemology in problem solving, the informal and non-procedural uses of mathematics, and how people can learn physics concepts through problem solving...

... and their origin, and a set of studies in which researchers examine how students influence teaching practices. Another theme deals with teaching practices and specific content aspects, such as the cultural aspects (e.g., socio-scientific issues), scientific literacy, the epistemic aspects (modeling, the nature...

.... For example, as per more general studies on argumentation in science education ( Jimenez-Aleixandre and Erduran, 2007 ), researchers can interrogate the epistemic, linguistic and cognitive underpinnings of argumentation in a more systematic way in order to illustrate the distinctive contributions physics...

... ), as presented in Sec. II of this chapter. Resonating with these ideas, the research community in the history, philosophy, and sociology of science in science education was also pursuing similar goals for the teaching of physics and science, in a significant and expressive movement to approach epistemic and non...

...). ⁴ Under this assumption, physics retains in essence its privileged epistemic status. This, in turn, implies that the study (and teaching) of the historical and contingent circumstances of the creation of scientific knowledge deserve only little attention. With this view, the organizing themes...

... Quantum systems initially prepared in the same state evolve in a different way when subjected to a process of measure (a measure do not imply an incontrollable disturbance of the apparatus; the interaction process is intrinsically undetermined) Intrinsic (non-epistemic) uncertainty of a quantum...

... knowledge) and understanding of the rationale for the practices of scientific enquiry (epistemic knowledge) ( PISA, 2019 ). With respect to content knowledge, a number of contents related to physics are included as follows: Structure of matter (e.g., particle model, bonds) Properties of matter (e.g...