Supporting science teachers to cultivate epistemic empathy

Epistemic empathy involves understanding and appreciating others' cognitive and emotional experiences during knowledge construction, communication, and critique. Lacking empathy in science education is a major issue because it causes educators to overlook or undervalue students' unconventional ideas when they stray from established scientific beliefs. Failing to acknowledge the learner's intellectual and emotional struggles can confine student ideas within rigid frameworks, hindering inclusive and equitable learning. To address this challenge, a professional development program was implemented during the 2023/2024 school year for primary and lower secondary school teachers. The program aimed to foster new teaching habits by encouraging the adoption of the Investigative Science Learning Environment (ISLE) approach. The present study sought to connect the development of these professional habits with the growth of epistemic empathy and to assess teachers' awareness of their evolution through their own reflections. Preliminary findings demonstrate that the training framework successfully facilitated the emergence of new teaching habits and enhanced teachers’ understanding of epistemic empathy, highlighting the vital role of structured professional development in fostering responsive and student-centered instruction.