Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters
Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms. However, many students and teachers still struggle to actualize the reformed vision of the modeling practice in their classrooms. Through a discourse analysis of...
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ftdoajarticles:oai:doaj.org/article:913c3b864bbb4d0298dae6fdb173ab2b 2024-01-07T09:45:44+01:00 Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters Asli Sezen-Barrie Mary K. Stapleton Gili Marbach-Ad Anica Miller-Rushing 2023-05-01T00:00:00Z https://doi.org/10.3390/educsci13050496 https://doaj.org/article/913c3b864bbb4d0298dae6fdb173ab2b EN eng MDPI AG https://www.mdpi.com/2227-7102/13/5/496 https://doaj.org/toc/2227-7102 doi:10.3390/educsci13050496 2227-7102 https://doaj.org/article/913c3b864bbb4d0298dae6fdb173ab2b Education Sciences, Vol 13, Iss 5, p 496 (2023) explanatory models climate science epistemic discourse conceptual coherence Education L article 2023 ftdoajarticles https://doi.org/10.3390/educsci13050496 2023-12-10T01:42:28Z Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms. However, many students and teachers still struggle to actualize the reformed vision of the modeling practice in their classrooms. Through a discourse analysis of 150 students’ explanatory models (as social semiotic spaces) from 14 classes, we propose a qualitative framework that investigates conceptual coherence and epistemic discourses to achieve a gapless explanation of scientific phenomena. Our framework draws attention to four critical components of students’ explanatory models: (a) key ideas based on evidence, (b) the discourse modalities of how evidence is presented, (c) scientific representations from the cultures of scientific disciplines, (d) systems thinking approaches directly and indirectly related to oceans and marine ecosystems. Our results indicate that students struggled to construct cohesive explanatory models that communicated all key ideas and the relationships among them, with the majority of student-developed models in our study categorized as ‘insufficiently’ cohesive (lacking key ideas and the relationships among them), and only a small percentage of the models considered ‘extensively’ cohesive (all key ideas attended to, as well as the relationships among them). Article in Journal/Newspaper Ocean acidification Directory of Open Access Journals: DOAJ Articles Education Sciences 13 5 496 |
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Directory of Open Access Journals: DOAJ Articles |
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English |
topic |
explanatory models climate science epistemic discourse conceptual coherence Education L |
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explanatory models climate science epistemic discourse conceptual coherence Education L Asli Sezen-Barrie Mary K. Stapleton Gili Marbach-Ad Anica Miller-Rushing Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
topic_facet |
explanatory models climate science epistemic discourse conceptual coherence Education L |
description |
Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms. However, many students and teachers still struggle to actualize the reformed vision of the modeling practice in their classrooms. Through a discourse analysis of 150 students’ explanatory models (as social semiotic spaces) from 14 classes, we propose a qualitative framework that investigates conceptual coherence and epistemic discourses to achieve a gapless explanation of scientific phenomena. Our framework draws attention to four critical components of students’ explanatory models: (a) key ideas based on evidence, (b) the discourse modalities of how evidence is presented, (c) scientific representations from the cultures of scientific disciplines, (d) systems thinking approaches directly and indirectly related to oceans and marine ecosystems. Our results indicate that students struggled to construct cohesive explanatory models that communicated all key ideas and the relationships among them, with the majority of student-developed models in our study categorized as ‘insufficiently’ cohesive (lacking key ideas and the relationships among them), and only a small percentage of the models considered ‘extensively’ cohesive (all key ideas attended to, as well as the relationships among them). |
format |
Article in Journal/Newspaper |
author |
Asli Sezen-Barrie Mary K. Stapleton Gili Marbach-Ad Anica Miller-Rushing |
author_facet |
Asli Sezen-Barrie Mary K. Stapleton Gili Marbach-Ad Anica Miller-Rushing |
author_sort |
Asli Sezen-Barrie |
title |
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
title_short |
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
title_full |
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
title_fullStr |
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
title_full_unstemmed |
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters |
title_sort |
epistemic discourses and conceptual coherence in students’ explanatory models: the case of ocean acidification and its impacts on oysters |
publisher |
MDPI AG |
publishDate |
2023 |
url |
https://doi.org/10.3390/educsci13050496 https://doaj.org/article/913c3b864bbb4d0298dae6fdb173ab2b |
genre |
Ocean acidification |
genre_facet |
Ocean acidification |
op_source |
Education Sciences, Vol 13, Iss 5, p 496 (2023) |
op_relation |
https://www.mdpi.com/2227-7102/13/5/496 https://doaj.org/toc/2227-7102 doi:10.3390/educsci13050496 2227-7102 https://doaj.org/article/913c3b864bbb4d0298dae6fdb173ab2b |
op_doi |
https://doi.org/10.3390/educsci13050496 |
container_title |
Education Sciences |
container_volume |
13 |
container_issue |
5 |
container_start_page |
496 |
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1787427335691042816 |