Exploring the connections between epistemic agency and a commitment to the collective enterprise of sensemaking in the science classroom

Jessica L. Alzen, Kelsey Edwards, William R. Penuel, Brian J. Reiser, Cynthia Passmore, Chris D. Griesemer, Aliza Zivic, Christina Murzynski

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Science education reforms prioritize meaningful student engagement in the practices of science, requiring teachers to make shifts in pedagogy that allow for increased student agency in constructing and critiquing science knowledge. However, these shifts create challenges for teachers in engaging students' ideas while also ensuring that they meet established content standards. Models of how teachers can navigate these tensions are needed to help teachers shift their practice. In this study, we investigate three teachers working with the same instructional materials designed to support student agency and examine variations in how they navigate these tensions. We identify how their differential practices around organizing collective knowledge-building may interact with opportunities for students to take on epistemic agency.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1879-1886
Number of pages8
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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