Researching Epistemic Practices Development With Multimodal Narratives

Researching Epistemic Practices Development With Multimodal Narratives

Elisa Saraiva (Escola D. Maria II de Vila Nova de Famalicão, Portugal & Politécnico do Porto, Portugal)
Copyright: © 2019 |Pages: 18
DOI: 10.4018/978-1-5225-8570-1.ch013
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This chapter describes an empirical study using multimodal narratives for research into students' development of epistemic practices in the classroom. Multimodal narratives can give access to classroom events, preserving their complex and holistic nature. Through content analysis, they allow a good comprehension of the multimodal nature of teaching and learning practices. The results of this work highlight the importance of multimodal narratives as a research instrument. Their importance is based on the richness of elements they contain that allow the identification, categorization, and characterization of teacher mediation actions that promote, scaffold, and enlarge students' epistemic practice development. This chapter seeks to describe both their multiple potentialities as an instrument and their limitations when researching the development of students' epistemic practices in the physical sciences classroom.
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Relevance Of Epistemic Practices For Students’ Learning

Students’ engagement in epistemic practices, as claimed by some authors (Berland et al., 2016; Duschl & Grandy, 2013; Jiménez-Aleixandre & Crujeiras, 2017; Krist, 2016; Osborne, 2014), is crucial for the development of a deeper understanding about the nature of scientific knowledge and the process of its construction. It is essential that learning about scientific concepts should not be separated from learning about the practices used in the production of scientific knowledge (Duschl & Grandy, 2013). According to the authors listed, there must be a change from an education focused on just what you know (e.g., facts and skills) to an education focused on how we know what we know.

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