Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

By Malena Lidar, Eva Lundqvist, L. Östman. 2006

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The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “(e.g., Blanco and Niaz 1997; Johnston et al. 2001; Lidar et al. 2005; Louca et al. 2004; Tsai 2006).”
Investigating learning in physical education—a transactional approach (2011, methodology): “…subject content (Quennerstedt, 2008), moral meaning making (Öhman & Östman, 2007), subject positions (Webb et al., 2008), practical epistemologies (Lidar et al., 2006) or how artefacts play a role in different educational practices (Quennerstedt et al., in press), and in this sense also…”
Framing for scientific argumentation (2012, background): “Lidar, Lundqvist, and Ostman (2006) gave evidence of how a teacher’s ‘‘attentional cues’’ gradually helped the students stabilize around a new understanding of which aspects of their observations were important, that is of what information was valuable in the current setting.”
The Roles of Aesthetic Experience in Elementary School Science (2008, methodology): “Practical epistemology analysis has been used earlier to track the learning process (Jakobson and Wickman 2007; Lidar et al. 2006; Wickman 2004, 2006; Wickman and Östman 2002a,b).”