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Attending to student epistemological framing in a science classroom
16 references·16 citing·38 second hopsampled
Attending to student epistemological framing in a science classroom (2009)Attending to student epistemological fram…Society of Mind (2012)Society of MindScience Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Science Education in Three-Pa…Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom (2002)Guiding Principles for Foster…Transfer of Learning from a Modern Multidisciplinary Perspective (2000)Transfer of Learning from a M…?Doing the lesson? or ?doing science?: Argument in high school genetics (2000)?Doing the lesson? or ?doing …Student expectations in introductory physics (1998)Student expectations in intro…Theory of didactical situations in mathematics (1997)Theory of didactical situatio…With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics (1993)With an Eye on the Mathematic…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Framing in Discourse (1993)Framing in DiscourseTalking science: language, learning, and values (1991)Talking science: language, le…Classroom discourse. The language of teaching and learning (1990)Classroom discourse. The lang…Classroom Discourse: The Language of Teaching and Learning (1988)Classroom Discourse: The Lang…Frame Analysis: An Essay on the Organization of Experience. (1975)Frame Analysis: An Essay on t…Frame Analysis: An Essay on the Organization of Experience. (1975)Frame Analysis: An Essay on t…Instructor strategies to aid implementation of active learning: a systematic literature review (2021)Instructor strategies to aid …Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches (2020)Supporting students' meaningf…Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching (2019)Opening up curricula to redis…Using a video club design to promote teacher attention to students' ideas in science (2017)Using a video club design to …Positioning as not‐understanding: The value of showing uncertainty for engaging in science (2017)Positioning as not‐understand…Characterizing teacher attention to student thinking: A role for epistemological messages (2017)Characterizing teacher attent…What is (or should be) scientific evidence use in k‐12 classrooms? (2016)What is (or should be) scient…Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation (2015)Pedagogical content knowledge…Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics (2015)Instructional reasoning about…Implications of Complexity for Research on Learning Progressions (2015)Implications of Complexity fo…Toward a Model of Transfer as Sense-Making (2013)Toward a Model of Transfer as…Inferring teacher epistemological framing from local patterns in teacher noticing (2013)Inferring teacher epistemolog…Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs (2013)Conducting Talk in Secondary …Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research (2013)Conceptual Integration and Me…Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction (2012)Framing in cognitive clinical…Dialogic framing of scientific content for conceptual and epistemic understanding (2011)Dialogic framing of scientifi…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Mental Models (1983)The Body in the Mind (1987)From things to processes: A theory of conceptual change for learning science concepts (1994)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)National Council of Teachers of Mathematics (1979)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)An Introduction to Discourse Analysis: Theory and Method (1999)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Making sense of argumentation and explanation (2008)Towards an Analysis of Discourse (1977)Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004)Narrative in Social Work (2005)Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Enhancing the quality of argumentation in school science (2004)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)A pedagogy of Multiliteracies Designing Social Futures (1996)Multiliteracies: Lit Learning (2005)“Multiliteracies”: New Literacies, New Learning (2009)What Is Agency? (1998)Framing, Agenda Setting, and Priming: The Evolution of Three Media Effects Models (2006)Beyond Markets and States: Polycentric Governance of Complex Economic Systems (2010)The Dialogical Self: Toward a Theory of Personal and Cultural Positioning (2001)Designing Sociable Robots (2002)Media, Tasks, and Communication Processes: A Theory of Media Synchronicity1 (2008)An Insider's Critique of the Social Movement Framing Perspective* (1997)Reframing Public Policy (2003)A Theory of Framing and Opinion Formation in Competitive Elite Environments (2007)Mental Models of the Day/Night Cycle (1994)What changes in conceptual change? (1998)Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory (2004)Overcoming Barriers to Student Understanding (2006)When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint (2007)
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References

  • 1975Frame Analysis: An Essay on the Organization of Experience.11,892 cited
  • 1975Frame Analysis: An Essay on the Organization of Experience.4,537 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1988Classroom Discourse: The Language of Teaching and Learning3,056 cited
  • 2012Society of Mind2,562 cited
  • 1990Classroom discourse. The language of teaching and learning1,402 cited
  • 1997Theory of didactical situations in mathematics1,386 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom1,164 cited
  • 2008Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals1,055 cited
  • 2000?Doing the lesson? or ?doing science?: Argument in high school genetics1,023 cited
  • 1993With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics1,008 cited
  • 2000Transfer of Learning from a Modern Multidisciplinary Perspective905 cited
  • 1998Student expectations in introductory physics

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689 cited
  • 1993Framing in Discourse610 cited
  • Cited by

    • 2021Instructor strategies to aid implementation of active learning: a systematic literature review196 cited
    • 2013Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs162 cited
    • 2013Inferring teacher epistemological framing from local patterns in teacher noticing138 cited
    • 2015Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation133 cited
    • 2011Dialogic framing of scientific content for conceptual and epistemic understanding130 cited
    • 2019Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching120 cited
    • 2013Toward a Model of Transfer as Sense-Making99 cited
    • 2017Positioning as not‐understanding: The value of showing uncertainty for engaging in science89 cited
    • 2012Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction86 cited
    • 2017Characterizing teacher attention to student thinking: A role for epistemological messages83 cited
    • 2013Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research79 cited
    • 2015Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics76 cited
    • 2017Using a video club design to promote teacher attention to students' ideas in science75 cited
    • 2020Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches74 cited
    • 2016What is (or should be) scientific evidence use in k‐12 classrooms?73 cited
    • 2015Implications of Complexity for Research on Learning Progressions72 cited