The epistemological framing of a discipline: Writing science in university oceanography

✍ Scribed by Gregory J. Kelly; Catherine Chen; William Prothero

• Book ID: 102677421
• Publisher: John Wiley and Sons
• Year: 2000
• Tongue: English
• Weight: 517 KB
• Volume: 37
• Category: Article
• ISSN: 0022-4308
• DOI: 10.1002/1098-2736(200009)37:7<691::aid-tea5>3.0.co;2-g

✦ Synopsis

The purpose of this paper is to examine how instruction in scienti®c writing in a university oceanography course communicated epistemological positions of this discipline. Drawing from sociological and anthropological studies of scienti®c communities, this study uses an ethnographic perspective to explore how teachers and students came to de®ne particular views of disciplinary knowledge through the everyday practices associated with teaching and learning oceanography. Writing in a scienti®c genre was supported by interactive CD-ROM which allowed students to access data representations from geological databases. In our analysis of the spoken and written discourse of the members of this course, we identi®ed epistemological issues such as uses of evidence, role of expertise, relevance of point of view, and limits to the authority of disciplinary inquiry. Implications for college science teaching are drawn.ß 2000