A Framework for Teaching Epistemic Insight in Schools

Autor/inn/en	Billingsley, Berry; Nassaji, Mehdi; Fraser, Sharon; Lawson, Finley
Titel	A Framework for Teaching Epistemic Insight in Schools
Quelle	In: Research in Science Education, 48 (2018) 6, S.1115-1131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fraser, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9788-6
Schlagwörter	Foreign Countries; Models; Science Education; Sciences; Religion; Epistemology; Teaching Methods; Elementary School Science; Secondary School Science; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; Science Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Naturwissenschaftliche Bildung; Science; Wissenschaft; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Science teacher
Abstract	This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to "big questions" about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students' expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a "framework for education" for students aged 5-16 designed to encourage students' expressed interest in "big questions" and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01