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0. Epistemological inquiry from the Journal of Research in Science Teaching
Tuesday 22nd August Symposia Session I, 09:00 - 11:00
Epistemological Inquiry from the Journal of Research in Science Teaching is a symposium aimed at exploring a critical topic of interest to science educators worldwide. The Journal of Research in Science Teaching (JRST) has significantly contributed to this topic over recent years. In doing so, we have identified Socioscientific Issues, Nature of Science, Science Technology and Inquiry, Argumentation and Discourse, and Assessment of Authentic Scientific Inquiry as seminal areas of research centrally positioned to facilitate our understanding of epistemology in science education. Each of the five themes above corresponds to a published JRST article that will be available to ESERA members. The researchers represented here have met the exacting standards of JRST and are well-known scholars in the field. Nonetheless, the work we do certainly benefits from careful critiques, well-crafted questions and suggestions from the global research community. In this spirit, a portion of this forum will provide time for such critiques from a Discussant with international experience in this area, cross comments from authors, and certainly interaction from audience members. It is our aim to make this symposium both enriching and interactive.

Chairperson: Dana L. Zeidler, University of South Florida, USA & Fouad Abd-al-Khalick, University of Illinois at Urbana-Champaign, USA
Discussant: Sibel Erduran, University of Oxford, UK

S0.1.1.1 Cross-cultural epistemological orientations to socioscientific issues
Dana L. Zeidler1, Benjamin C. Herman*1, Mitch Ruzek1, Anne Linder2, Shu-Sheng Lin3
1Department of Secondary Education, College of Education, University of South Florida, USA, 2Department of Physics and Astronomy, Uppsala University, Sweden, 3Graduate Institute of Mathematics and Science Education, National Chiayi University, Taiwan
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S0.1.1.2 On the nature of teaching nature of 2010 science: Preservice early childhood teacher's instruction in preschool and elementary settings
Valarie L. Akerson*1, Cary A. Buzzelli2, Lisa A. Donnelly3
1Indiana University, Science Education, 201 North Rose Avenue, Bloomington, USA, 2Indiana University, Early Childhood Education, Bloomington, USA, 3Department of Teaching, Leadership and Curriculum Studies, Kent State University, Kent, USA
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S0.1.1.3 From scientific practice to high school science: Transfer of scientific technologies and realizations of authentic inquiry
Noemi Waight*1, Fouad Abd-El-Khalick2
1Department of Learning and Instruction, University at Buffalo, 513 Baldy Hall, Buffalo, USA, 2Department of Curriculum & Instruction, University of Illinois at Urbana-Champaign, Champaign, USA
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S0.1.1.4 Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
Jonathan Osborne*1, Shirley Simon2, Andri Christodoulou3, Christina Howell-Richardson4
1Graduate School of Education, Stanford University, 485 Lasuen Mall, Stanford, USA, 2Institute of Education, University of London, UK, 3University of Southampton, UK, 4King’s College London, School of Education, UK
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S0.1.1.5 Meaningful assessment of learners' understandings about scientific inquiry - The views about scientific inquiry (VASI) questionnaire
Judith S. Lederman1, Norman G. Lederman*1, Stephen A. Bartos2, Selina L. Bartels1, Allison Antink Meyer3, Renee S. Schwartz4
1Mathematics & Science Education Department, Illinois Institute of Technology, Chicago, USA, 2Womack Educational Leadership Department, Middle Tennessee State University, Murfreesboro, USA, 3School of Teaching and Learning, Illinois State University, Normal, USA, 4Department of Biological Sciences, The Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, USA
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