Epistemic understanding framework for scientific practices

• Main Authors: Abd Khalik, Syazana, Abd Hadi Bunyamin, Muhammad
• Format: Conference Proceeding
• Language: English
• Subjects: Education; Learning; Literacy; Students; Teachers
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0210366

Scientific literacy is a significant goal in science education. Unfortunately, scientific literacy is difficult to achieve. Scholars have suggested embedding scientific practices resembling the work of scientists within science education. The eight scientific practices will be implemented within a constructivist learning environment that supports inquiry. However, teachers often misinterpret the implementation of scientific practices within science classrooms. Teachers’ epistemic understanding of the nature of science contributes to implementing scientific practices in ways that benefit the students. This conceptual paper proposes a framework for building teachers’ epistemic understanding of scientific practices. The suggested framework is expected to help teachers improve their teaching of scientific practices to build a meaningful science learning experience for the students. We hope that meaningful science learning will improve students’ understanding and competence in scientific practices.