The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms
Volume: 40, Issue: 3, Pages: 389 - 406
Published: Jul 31, 2020
Abstract
Background A reformed view of science education positions argumentation as a central epistemic discourse practice in the science classroom, however, science education researchers have found that typical norms of classroom discourse fall short of promoting argumentation. Recent scholarship on teachers’ personal epistemologies has suggested that epistemic cognition may impact the dialogic practices adopted in the classroom.Purpose We explored how...
Paper Details
Title
The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms
Published Date
Jul 31, 2020
Volume
40
Issue
3
Pages
389 - 406
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