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Text Elements
Overarching: where is evidence/ theory in education? Learning through materials, practices, and policies
Aim: Capacity to ethically navigate uncertainty, disagreement, and evidence
Students are exposed to topics exemplfying uncertainty and disagreement, with strategies to ethically navigate these
Institutions create space for respectfully navigating disagreement and uncertainty, holding epistemic norms
Communities engage constructively with each other and creating constructive environment for teaching
Expert teachers can identify suitable issues, and support and assess learning
Through topic selection
Through task design
Through criteria and feedback that target epistemic norms and virtue
Through expert teacher knowledge of subject, learners, and context
Features
Secondary Drivers
Primary Drivers
Overall aim
Awareness of complexity & reasons for uncertainty + disagreement
Practices in strategies for navigating uncertainty and disagreement
How do we share and develop evidence-informed practice through evidence-synthesis materials? Addressed via evidence regarding: evidence synthesis → materials ← synthesis models or, how do we make toolkits? Using search flags: all(toolkit TRUE, is_review TRUE) Plus a review of toolkits (Keith question)
What are the opportunities or sites for ethically-oriented epistemic cognition in complex socioscientific synthesis tasks? Value of epistemic cognition, significance of socioscientific issues and synthesis writing, and the role of justice. the design of … Topic selection Synthesis tasks Surrounding tasks Management of justice queries all(toolkit TRUE, any(epcog TRUE, is_socio TRUE, synthesis TRUE, vuca == TRUE)) And particular attention to ‘justice’.
How can epistemic cognition be effectively integrated into secondary-school classroom? presence of socioscientific issues, VUCA, and issues of epistemic justice in Australian education Curriculum review all(is_aus == TRUE)
How do we assess the epistemic demand(s) of classroom tasks?
Evidence regarding task analysis and demand modelling (in this space)
all(task == TRUE)
How do we assess and develop the epistemic capacity of student responses? Evidence regarding assessment and measurement