The critical role of understanding epistemic practices in science teaching using wicked problems

Research output: Contribution to journal › Journal article › Research › peer-review

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The critical role of understanding epistemic practices in science teaching using wicked problems. / Agustian, Hendra Y.

In: Science & Education, 09.2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Agustian, HY 2023, 'The critical role of understanding epistemic practices in science teaching using wicked problems', Science & Education. https://doi.org/10.1007/s11191-023-00471-2

APA

Agustian, H. Y. (2023). The critical role of understanding epistemic practices in science teaching using wicked problems. Science & Education. https://doi.org/10.1007/s11191-023-00471-2

Vancouver

Agustian HY. The critical role of understanding epistemic practices in science teaching using wicked problems. Science & Education. 2023 Sep. https://doi.org/10.1007/s11191-023-00471-2

Author

Agustian, Hendra Y. / The critical role of understanding epistemic practices in science teaching using wicked problems. In: Science & Education. 2023.

Bibtex

@article{5198d64385424760a36334cc51f7072d,
title = "The critical role of understanding epistemic practices in science teaching using wicked problems",
abstract = "Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented.",
author = "Agustian, {Hendra Y.}",
year = "2023",
month = sep,
doi = "10.1007/s11191-023-00471-2",
language = "English",
journal = "Science & Education",
issn = "0926-7220",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - The critical role of understanding epistemic practices in science teaching using wicked problems

AU - Agustian, Hendra Y.

PY - 2023/9

Y1 - 2023/9

N2 - Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented.

AB - Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual framework in which wicked problems are analysed from their ontological, epistemological, and ethical commitments. Subsequently, they are framed within post-normal science, drawing on critical discourse in science studies and science education. Chief to the arguments is a focus on epistemic practices that are strongly anchored in but also extend from disciplinary science and engineering education. Implications for research and practice in higher science education are presented.

U2 - 10.1007/s11191-023-00471-2

DO - 10.1007/s11191-023-00471-2

M3 - Journal article

JO - Science & Education

JF - Science & Education

SN - 0926-7220

ER -

ID: 341487210