Epistemic Games in Substance Characterization

Autor/inn/en	Sevian, Hannah; Couture, Steven
Titel	Epistemic Games in Substance Characterization
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 4, S.1029-1054 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevian, Hannah) ORCID (Couture, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00047f
Schlagwörter	Problem Solving; Physics; Science Instruction; Educational Games; Teaching Methods; Secondary School Students; College Students; Secondary School Science; College Science; Scientific Concepts; Concept Formation; Epistemology; Instructional Program Divisions; Knowledge Level + Suchen Sie Ihr Suchwort? Problemlösen; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Collegestudent; Concept learning; Begriffsbildung; Erkenntnistheorie; Wissensbasis
Abstract	Problem solving is lauded as beneficial, but students do not all learn well by solving problems. Using the resources framework, Tuminaro J., and Redish E. F., (2007), Elements of a cognitive model of physics problem solving: Epistemic games, "Physical Review Special Topics-Physics Education Research," 3(2), 020101 suggested that, for physics students, this puzzle may be partially understood by paying attention to underlying epistemological assumptions that constrain the approaches students take to solving problems while working on them. They developed an approach to characterizing epistemic games, which are context-sensitive knowledge elements concerning the nature of knowledge, knowing and learning. As there is evidence that context-activated knowledge influences problem solving by students in chemistry, we explored identifying epistemic games in students' problem solving in chemistry. We interviewed 52 students spanning six courses from grade 8 through fourth-year university, each solving 4 problems. Using 16 contexts with substance characterization problems, we identified 5 epistemic games with ontological and structural stability that exist in two larger epistemological frames. All of these epistemic games are present at all educational levels, but some appear to grow in across educational levels as others recede. Some games also take lesser and greater precedence depending on the problem and the chemistry course in which students are enrolled and the context of the problem. We analyze these results through a frame of learning progressions, paying attention to students' ideas and how these ideas are contextualized. Based on this analysis, we propose teaching acts that instructors may use to leverage the natural progressions of how students appear to grow in their capacity to solve problems. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01