Short Paper · ALP 2700
Negotiating epistemology and sensemaking
Short papers on how students and children negotiate what counts as scientific knowledge, spanning explanation construction, epistemic disagreements in high school classrooms, and trust in scientific evidence. Talks also examine identity cues in STEM, support spaces in Japanese schools, and a model integrating behaviorism, cognitivism, and constructivism.
Dialogic Teaching & Classroom Discourse
in a talk
6 talks