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A person’s epistemology, or how they understand the nature of knowledge and learning, shapes how they view and respond to situations that engage them in knowledge work. When performing research on teaching and learning in chemistry, it is useful to understand how the participants’ epistemological ideas inform their interactions in the classroom or in a research setting. As epistemological ideas are usually implicit, they must be inferred from observable behaviors (e.g., discourse features). Being able to characterize participants’ in-the-moment epistemology influences interpretation of data and has important implications for how learning environments can be designed to support students in engaging in authentic scientific work. This symposium will be devoted to discussing methods and theoretical perspectives useful in characterizing the epistemologies of students and instructors in chemistry education research.

Cross-cutting Thread(s):
Organizer 1

Kimberly DeGlopper

Organizer 1 Email
kimberlydeglopper@gmail.com
Organizer 2

Ryan Stowe

Organizer 2 Email
rstowe2@wisc.edu