This CAREER award aims to study the construct of "epistemic empathy" and examine how it can be cultivated in science and mathematics teacher education, how it functions to promote responsive teaching, and how it shapes learners' engagement in the classroom. In the context of this project, epistemic empathy is defined as the act of understanding and appreciating another's cognitive and emotional experience within an epistemic activity aimed at the construction, communication, and critique of knowledge.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Jaber, L. Z., Southerland, S., & Dake, F. (2018). Cultivating epistemic empathy in preservice teacher education. Teaching and Teacher Education, 72, 13-23.*
- Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220.
- Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is really frying my brain!”: How affect supports inquiry in an online learning environment. Research in Science Education.
- Finkelstein, C., Jaber, L. Z., & Dini, V. (2019). “Do I feel threatened? No… I’m learning!”- Affective and relational dynamics in science PD. Science Education, 103(2), 338-361.
- Jaber, L. Z., Dini, V., Hammer, D., & Danahy, E. (2018). Targeting disciplinary practices in an online learning environment. Science Education, 102(4), 228-292.