Negotiating epistemic agency and target learning goals: Supporting coherence from the students’ perspective

Aliza Zivic, John F. Smith, Brian J. Reiser, Kelsey D. Edwards, Michael Novak, Tara A.W. McGill

Research output: Contribution to journalConference articlepeer-review

5 Scopus citations

Abstract

A tension in designing classroom learning involves balancing the questions and interests of students with the goals of teachers and standards. One approach to navigating this tension in science classrooms is to simultaneously support and constrain students’ questions about an observable natural phenomenon in the classroom and then take up those questions throughout a unit of instruction. Analyses of students’ questions at the start of a middle school science unit and their responses to surveys throughout the unit suggest that students perceive that their questions are indeed driving learning, suggesting the promise of supporting students’ epistemic agency through co-construction of questions, ideas, and investigations in storylines.

Original languageEnglish (US)
Pages (from-to)25-32
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume1
Issue number2018-June
StatePublished - 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Negotiating epistemic agency and target learning goals: Supporting coherence from the students’ perspective'. Together they form a unique fingerprint.

Cite this