Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons

This study argues that insufficient attention has been focused on explaining the alienation phenomenon toward physics knowledge. The discontinuity towards the physics knowledge requires an exploration about the scientific epistemology development. Scientific epistemology is a study that focuses at n...

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Main Author:	Abdul Rahman, Nor Farahwahidah
Format:	Thesis
Language:	English
Published:	2017
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/79434/1/NorFarahwahidahPFP2017.pdf
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id	my-utm-ep.79434
record_format	uketd_dc
spelling	my-utm-ep.794342018-10-21T04:34:24Z Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons 2017 Abdul Rahman, Nor Farahwahidah LB Theory and practice of education This study argues that insufficient attention has been focused on explaining the alienation phenomenon toward physics knowledge. The discontinuity towards the physics knowledge requires an exploration about the scientific epistemology development. Scientific epistemology is a study that focuses at nature of knowledge and its acquisition process which treat physics as a way of knowing. The situation of Malaysian physics education is viewed as alarming and a new method of investigation is required to establish a more accurate representation of the current state of physics education. An exploratory study of the norms of science discourse and epistemic practices was therefore conducted to explore the scientific epistemology development through the lens of critical realism. Critical Discourse Analysis (CDA) was used as a methodology to address methodological issues in representing the development of scientific epistemology. The data were obtained from non-participant observations, self-reflexivity, interviews and audio-video recording. Observation and recording sessions were conducted over a period of nearly three months among four physics teachers with different educational backgrounds and their students in Johor Bahru. The analysis identified six elements underpinning the norms of science discourse and epistemic practices: epistemic agency, activity oriented by discourse, discourse moves, epistemic episodes, epistemic operations and epistemic moves. The powers that shape the norms are identified as knowledge authority (epistemic agency), privatizing and publicising ideas (epistemic agency and epistemic moves), epistemic devices and managerial moves (epistemic operations) and social conditions (activity of discourse and discourse moves). Further to this, the implication of the accepted norms is directed to a focus on teachers’ confirmation bias and expanding epistemological resources for students. Physics teachers should reflect on their norms so they can support the chain of scientific epistemology development among the students in learning physics. 2017 Thesis http://eprints.utm.my/id/eprint/79434/ http://eprints.utm.my/id/eprint/79434/1/NorFarahwahidahPFP2017.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Abdul Rahman, Nor Farahwahidah Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
description	This study argues that insufficient attention has been focused on explaining the alienation phenomenon toward physics knowledge. The discontinuity towards the physics knowledge requires an exploration about the scientific epistemology development. Scientific epistemology is a study that focuses at nature of knowledge and its acquisition process which treat physics as a way of knowing. The situation of Malaysian physics education is viewed as alarming and a new method of investigation is required to establish a more accurate representation of the current state of physics education. An exploratory study of the norms of science discourse and epistemic practices was therefore conducted to explore the scientific epistemology development through the lens of critical realism. Critical Discourse Analysis (CDA) was used as a methodology to address methodological issues in representing the development of scientific epistemology. The data were obtained from non-participant observations, self-reflexivity, interviews and audio-video recording. Observation and recording sessions were conducted over a period of nearly three months among four physics teachers with different educational backgrounds and their students in Johor Bahru. The analysis identified six elements underpinning the norms of science discourse and epistemic practices: epistemic agency, activity oriented by discourse, discourse moves, epistemic episodes, epistemic operations and epistemic moves. The powers that shape the norms are identified as knowledge authority (epistemic agency), privatizing and publicising ideas (epistemic agency and epistemic moves), epistemic devices and managerial moves (epistemic operations) and social conditions (activity of discourse and discourse moves). Further to this, the implication of the accepted norms is directed to a focus on teachers’ confirmation bias and expanding epistemological resources for students. Physics teachers should reflect on their norms so they can support the chain of scientific epistemology development among the students in learning physics.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Abdul Rahman, Nor Farahwahidah
author_facet	Abdul Rahman, Nor Farahwahidah
author_sort	Abdul Rahman, Nor Farahwahidah
title	Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
title_short	Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
title_full	Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
title_fullStr	Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
title_full_unstemmed	Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
title_sort	science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2017
url	http://eprints.utm.my/id/eprint/79434/1/NorFarahwahidahPFP2017.pdf
_version_	1747818226496045056

Science discourse and epistemic practices norms for the development of scientific epistemology in physics lessons

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