Journal article
Interdependence of epistemic tool utilization within generative science classrooms
Journal of curriculum and pedagogy, Vol.23(1), pp.143-164
03/2026
DOI: 10.1080/15505170.2024.2443203
Abstract
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three tools as being interdependent and put forward a model showing the links between them. We argue that language is a super-ordinate tool in that arguments and dialogical interaction cannot occur without language. In putting forward this model, we present an example of classroom practice drawn from an argument-based inquiry laboratory activity within a chemistry class. Rather than decontextualizing each of these tools as separate entities, we present the example as a means of understanding complexity through the interdependent interactions of these epistemic tools.
Details
- Title: Subtitle
- Interdependence of epistemic tool utilization within generative science classrooms
- Creators
- Ali Cikmaz - University of IowaBrian Hand - University of IowaGavin Fulmer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of curriculum and pedagogy, Vol.23(1), pp.143-164
- DOI
- 10.1080/15505170.2024.2443203
- ISSN
- 1550-5170
- eISSN
- 2156-8154
- Publisher
- Taylor & Francis
- Language
- English
- Electronic publication date
- 01/03/2025
- Date published
- 03/2026
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984772278602771
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