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<p>Currently, science educators envision classrooms as sensemaking spaces where students can grapple with and socially negotiate their ideas. Understanding how teachers “take up” curricula reflective of this version remains an open question. This qualitative case study employs the lenses of epistemological resources and framing to examine how one teacher, Jerry, enacted three biology lessons designed to position students as sensemakers. We analyze classroom videos, student artifacts, and interviews with students and the teacher to document Jerry’s instructional moves across lesson segments and how these moves shaped students’ efforts. Whereas Jerry’s moves during the launch of the lessons suggest that he was tapping into <i>knowledge as constructed</i> as the primary epistemological resource, during small group and wrap-ups, Jerry’s moves reflected an orientation to <i>knowledge as propagated</i> where Jerry worked to guide his students towards particular canonical ideas. Students responded to these shifts in Jerry’s moves throughout the lesson, moving away from <i>doing science&#xa0;</i>during lesson launches towards a framing of <i>doing school</i> in the wrap-ups. Despite these contradictions, students still recognized the value of collaborative sensemaking in science while also acknowledging how school structures constrained their engagement in such sensemaking. These findings help us understand the instabilities, and sometimes contradictions, seen in teachers’ enactment of ambitious, reform-minded curricula. These results speak to the need for explicit attention to epistemology as teachers engage with new curricula and teaching methods. Moreover, the findings provide insight into students’ sophisticated attunements to epistemological messages circulating in the classroom that shape their classroom efforts.</p>

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Complexities and Contradictions in a Teacher’s Activation of Epistemological Resources and their Consequences for Student Framing

  • 期刊论文

  • 发表日期：

    2025年9月11日

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  • Sherry A. Southerland,
  • Jennifer Schellinger,
  • Lama Jaber,
  • Sierra Morandi,
  • Harini Krishnan

摘要

Currently, science educators envision classrooms as sensemaking spaces where students can grapple with and socially negotiate their ideas. Understanding how teachers “take up” curricula reflective of this version remains an open question. This qualitative case study employs the lenses of epistemological resources and framing to examine how one teacher, Jerry, enacted three biology lessons designed to position students as sensemakers. We analyze classroom videos, student artifacts, and interviews with students and the teacher to document Jerry’s instructional moves across lesson segments and how these moves shaped students’ efforts. Whereas Jerry’s moves during the launch of the lessons suggest that he was tapping into knowledge as constructed as the primary epistemological resource, during small group and wrap-ups, Jerry’s moves reflected an orientation to knowledge as propagated where Jerry worked to guide his students towards particular canonical ideas. Students responded to these shifts in Jerry’s moves throughout the lesson, moving away from doing science during lesson launches towards a framing of doing school in the wrap-ups. Despite these contradictions, students still recognized the value of collaborative sensemaking in science while also acknowledging how school structures constrained their engagement in such sensemaking. These findings help us understand the instabilities, and sometimes contradictions, seen in teachers’ enactment of ambitious, reform-minded curricula. These results speak to the need for explicit attention to epistemology as teachers engage with new curricula and teaching methods. Moreover, the findings provide insight into students’ sophisticated attunements to epistemological messages circulating in the classroom that shape their classroom efforts.