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Epistemological beliefs and epistemo...

Kittleson, Julie M.

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Epistemological beliefs and epistemological practices in elementary science.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Epistemological beliefs and epistemological practices in elementary science./
Author:	Kittleson, Julie M.
Description:	250 p.
Notes:	Advisers: Nancy W. Brickhouse; Danelle J. Ford.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220733
ISBN:	9780542719608

Epistemological beliefs and epistemological practices in elementary science.
Kittleson, Julie M.

Epistemological beliefs and epistemological practices in elementary science. - 250 p.

Advisers: Nancy W. Brickhouse; Danelle J. Ford.

Thesis (Ph.D.)--University of Delaware, 2006.

In this study, I examined the reciprocal relationship between third graders' epistemological beliefs and practices in the context of science instruction. Epistemological beliefs describe students' ideas about the nature of knowledge. Epistemological practices describe how students interact with dimensions of scientific knowledge. Examining the intersection between beliefs and practices involves describing how participating in science learning activities influences and is influenced by ideas about science.

ISBN: 9780542719608Subjects--Topical Terms:

783746
Education, Philosophy of.

Epistemological beliefs and epistemological practices in elementary science.
LDR:03598nam 2200337 a 45 001 968504
005 20110915
008 110915s2006 eng d
020 $a 9780542719608
035 $a (UMI)AAI3220733
035 $a AAI3220733
040 $a UMI $c UMI
100 1 $a Kittleson, Julie M. $3 1292356
245 1 0 $a Epistemological beliefs and epistemological practices in elementary science.
300 $a 250 p.
500 $a Advisers: Nancy W. Brickhouse; Danelle J. Ford.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2103.
502 $a Thesis (Ph.D.)--University of Delaware, 2006.
520 $a In this study, I examined the reciprocal relationship between third graders' epistemological beliefs and practices in the context of science instruction. Epistemological beliefs describe students' ideas about the nature of knowledge. Epistemological practices describe how students interact with dimensions of scientific knowledge. Examining the intersection between beliefs and practices involves describing how participating in science learning activities influences and is influenced by ideas about science.
520 $a To examine beliefs and practices, I used interviews and classroom observations. Interview data were analyzed to ascertain students' ideas about the purpose of science and the justification, certainty, and structure/coherence of scientific knowledge. Additionally, lessons in the FOSS Human Body unit and the STC Chemical Tests unit were video taped. These data were analyzed to examine epistemological practices. Interview and classroom data were used in combination to explore the intersection between beliefs and practices.
520 $a Students held multifaceted ideas about science. They indicated that science involves description, but they also indicated that science involves generating evidence and drawing conclusions. Students indicated that ideas can change in relation to new evidence. Epistemological practices, in contrast, revealed that the investigation strategies invoked in these units underestimated students' ideas about science. Students used matching strategies to complete investigations. In the Chemical Tests unit, the teacher helped students move beyond matching by introducing the idea of molecules. Students discussed molecules in relation to their empirical investigations, indicating that when elementary students are provided with appropriate scaffolds they can expand their range of practices which also potentially expands their beliefs.
520 $a Students approached science as a repertoire of tests. They recalled ideas about the purpose of a test in one context and applied those ideas to another context. Additionally, they suggested that certain tests are appropriate for certain situations. Although students understood the purpose of the tests, they did not seem to recognize the full range of purposes underlying scientific investigations.
520 $a This study highlights the challenge of designing learning environments that scaffold productive epistemological beliefs. This study also highlights the complexity of the relationship between beliefs and practices, particularly in terms of understanding the role instruction might play in mediating this relationship.
590 $a School code: 0060.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Sciences. $3 1017897
690 $a 0714
690 $a 0998
710 2 0 $a University of Delaware. $3 1017826
773 0 $t Dissertation Abstracts International $g 67-06A.
790 $a 0060
790 1 0 $a Brickhouse, Nancy W., $e advisor
790 1 0 $a Ford, Danelle J., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220733