A Relational View of a Future-Orientated Pedagogy

Edwards, Anne

doi:10.1017/9781009153799.005

Agency and Transformation 2023

DOI: 10.1017/9781009153799.005

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A Relational View of a Future-Orientated Pedagogy

Anne Edwards

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2024

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Cited by 2 publications

References 21 publications

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Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene

Chan,

Erduran

2024

Res Sci Educ

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Science education bears the broader objective of nurturing students today to be scientifically-literate citizens of tomorrow who are able to foresee challenges, invent solutions and make responsible decisions for global issues. As a prelude to the new focus of agency in the Anthropocene, this paper presents an intervention on climate change with upper secondary students in a museum of natural history in England. Instructional strategies such as infusing scenarios and arts into scientific discussions were adopted to induce imagination, future-oriented thinking and emotional responses. Statistical results showed that the intervention significantly enhanced participants’ futures literacy, environmental agency and positive emotions. However, it did not increase their interests in learning science in out-of-school context. Implications of this study will shed light on futurising science and climate education in research and practice.

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Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene

Chan,

Erduran

2024

Res Sci Educ

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Digital technology and student engagement in online synchronous collaborative learning sessions / Tecnología digital y participación de los estudiantes en las sesiones de aprendizaje colaborativo en línea

Singh

2024

Culture and Education: Cultura y Educación

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This study examines students’ engagement in online synchronous collaborative learning (OSCL) sessions in a massive open online course (MOOC). The study focuses on the role of digital technologies in facilitating students’ agency in collaborative meaning-making activities. The primary data sources for the study were video recordings of OSCL sessions, which were analysed using the method of interaction analysis and interpreted through the lens of cultural-historical theory. The findings revealed four interconnected activities of collaborative meaning-making: establishing social connections and presence, reflecting on prior learning, sharing digital artefacts and reflecting on shared understanding. The progression from one activity to another unfolded as students contributed to collaborative learning activities using their own ideas and problem-solving approaches. The use of individually created digital artefacts, such as examination assignment drafts, deepened interactions and meaning-making processes, enhancing students’ agency in collaborative learning. The findings of this study provide insights into pedagogical strategies that can enhance student agency in MOOC environments, highlighting the crucial role of digital artefacts in developing students’ agency in collaborative learning.

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A Relational View of a Future-Orientated Pedagogy

Cited by 2 publications

References 21 publications

Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene

Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene

Digital technology and student engagement in online synchronous collaborative learning sessions / Tecnología digital y participación de los estudiantes en las sesiones de aprendizaje colaborativo en línea

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