Epistemological Inquiry from the Journal of Research in Science Teaching
Dr. Dana L. Zeidler, University of South Florida, USA
Prof Fouad Abd-El-Khalick, University of North Carolina, USA

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.