| Owner: |
Katherine Michelle St. Clair Misar
|
| Owner Email: |
misark@newpaltz.edu
|
| Paper Title: |
Student Acquisition of Epistemic Practices in Their Argumentative Writing in Urban Biology Modeling Classroom
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| Session Title: |
Writing Practices That Change Writers Across Ages and Spaces (Table 19)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/11/2024
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| Presentation Location: |
Philadelphia, Pennsylvania
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| Descriptors: |
Equity, Qualitative Research, Teaching and Learning
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| Methodology: |
Qualitative
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| Author(s): |
Katherine Michelle St. Clair Misar, SUNY - College at New Paltz
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| Unit: |
SIG-Writing and Literacies
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| Abstract: |
A highly regarded biology teacher positioned students with epistemic agency, using modeling instruction, which led to her students’ acquisition of epistemic practices in argumentative writing. Participants included an experienced teacher and a student teacher using modeling instruction and 23 “accelerated” biology students in an urban high school. Teacher solidarity lens (Philip et al., 2016) and social construction (Gergen, 2015) frame a telling case (Mitchell, 1984) with a close examination of a student’s writing over time. The teacher taught the process of how to think about data from simple observation to warranting evidence in support of a scientific claim and shift from a description and comparison writing about graphs to an interpretation of their meaning with application of ecology concepts.
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| DOI: |
https://doi.org/10.3102/2109516
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