The Use of Epistemologically Considerate Texts in Ontario Classrooms: Reading the ‘Nature of Science’
Year: 2017
Type: other
Abstract: Unlike many textbooks, epistemologically considerate (EC) texts give the justification behind their claims and are used by some teachers to help their students become ‘scientifically literate’. Previous research has noted a range of positive and negative effects on students. For this qualitative grounded theory study, three Ontario teachers were interviewed who have experience with these tools, to provide data on their usage in the province. Findings suggest that teachers who use EC texts are dedicated science teachers, with a strong student focus, and thorough understanding of the Nature of Science (NOS). Teachers employed a variety of tools, most notably the use of inquiry projects, and some direct instruction to use these texts, and found generally positive effects on their students. Participants reported an improvement in scientific writing ability, understanding of NOS, critical thinking and other factors, while stating that this may come at the cost of confusion and stress for some students. They also noted that lack of time, lack of community and lack of resources – both material and intangible – as factors that may limit EC text usage. In the future, the creation of a teacher community whereby resources can be shared would be beneficial to the implementation of EC, as well as greater professional development for teachers interested in teaching about the NOS.
Source: TSpace (University of Toronto)
Author: Alistair Eggo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Toronto
OpenAlex ID: W2611100173