Please use this identifier to cite or link to this item:
Students’ scientific epistemology: ‘Source of knowledge’ – A comparison between two biology lessons in a high-school classroom
Source of knowledge
Scientific epistemology
Biology classroom
Classroom discourse
Issue Date: 
Peer, J., & Looi, C. K. (2006, May). Students’ scientific epistemology: ‘Source of knowledge’: A comparison between two biology lessons in a high-school classroom. Paper presented at the ERAS Conference, Singapore.
This paper investigates the construction of one of the components (the source of science knowledge) of scientific epistemology present in a high-school biology classroom, from the classroom discourse. Focusing on the enacted scientific epistemologies of the student, we analyzed field notes obtained from two sessions of classroom lessons to identify various tenors in the discourse and infer the source of knowledge in the students’ minds. The science curriculum is being taught using the THINK cycle (not discussed in this paper) and it centered on engaging the student with the teacher taking the role of the facilitator of both small-group and whole-class discussion. The analysis of this initial stage indicated that the students were involved in the classroom interactions, and there was a spread of the teacher and student involvement and the students used various sources of knowledge through the two sessions in the Biology classroom.
This paper was presented at the ERAS Conference, Singapore, held in Singapore from 29 – 31 May 2006
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ERAS-2006-PeerJ_a.pdf52.5 kBAdobe PDFView/Open
Show full item record

Page view(s)

Last Week
Last month
checked on Nov 17, 2018

Download(s) 50

checked on Nov 17, 2018