Faculty Publications

Epistemic Design: Design to Promote Transferable Epistemic Growth in the PRACCIS Project

Document Type

Book Chapter

Journal/Book/Conference Title

Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer

First Page

242

Last Page

259

Abstract

Contemporary research in science education has promoted learning of content and reasoning practices through inquiry. This chapter sketches a theory of epistemic design, focusing on design for science classes. It has the practice-based goal of explicating instructional principles of design that can promote such epistemic growth. The chapter provides a brief overview of our model-based inquiry project, called Promoting Reasoning and Conceptual Change In Science (PRACCIS); this provides needed background for later discussions. It explicates the components of the AIR model that are most relevant to our epistemic design work and discusses the implications of each component of the AIR model for epistemic design. Finally, the chapter summarizes and highlights several design features that are hallmarks of PRACCIS and why they are expected to promote epistemic growth that can transfer spontaneously to new settings. A Model-Evidence Link (MEL) matrices are thus designed both to promote a reliable, systematic, process for creatively coordinating theories and evidence.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

1-1-2018

DOI of published version

10.4324/9781315564029

Link to Full Text

Comments?

Share

COinS