Teaching about the Epistemology of Science in School Science Classrooms: Case Studies of Teachers’ Experiences

Abstract

There is evidence that many science teachers have limited expertise in teaching the epistemology of science (the ways in which knowledge claims in science are developed and justified). We examine the classroom talk of seven teachers as they use published lesson resources to teach about the development of scientific models in two concept areas (cell membrane structure and electromagnetism). Our aim is to provide recommendations for the content and form of professional development activities likely to support teachers’ effective uptake of these, and similar, teaching resources. We first provide a characterisation of the content of science-related classroom talk. Two distinctive lines of talk related to conceptual development can be identified in each of the Cell Membranes lessons, and an additional line of talk in each of the lessons focuses on the epistemology of science. Handling these distinctive classroom conversations was a new pedagogical challenge for these teachers. We then identify features of classroom talk likely to constrain or promote student learning about the epistemology of science. Several teachers supported student learning by making explicit statements about what students were intended to learn about the epistemology of science. Teachers also made links to other lessons to exemplify epistemic issues in a variety of science concept areas. The paper ends with a discussion of the design of continuing professional development activities to support teachers in introducing epistemic ideas in the science curriculum.