Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study

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

doi:10.1002/tea.21841

Cited by 13 publications

(14 citation statements)

References 64 publications

(125 reference statements)

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“…In trying to modify their support to meet anticipated student needs in the Inclusive Class, whole‐class discussions became more teacher‐led. These results parallel prior literature that considers the tension of supporting students' agency in NGSS‐aligned curricula (i.e., Miller et al, 2018) while also maintaining curricular standards (i.e., Alzen et al, 2020) with the addition of also supporting students' individualized needs. Results also underscore the challenging, interdisciplinary work that these teachers and students were able to engage with at an upper elementary level, and the ways in which teachers were able to adapt curricular materials to meet the needs of different classroom contexts.…”

Section: Discussionsupporting

confidence: 83%

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

et al. 2023

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Section: Discussionsupporting

confidence: 83%

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

et al. 2023

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“…1.2.1 | Pluralism and "perspective-taking" in socioscientific reasoning SSI research has typically focused on perspective-taking as a component of Socioscientific Reasoning (SSR) in Science Education literature (e.g., Eggert et al, 2013;Morin et al, 2017;Saunders & Rennie, 2013;Simonneaux & Simonneaux, 2012). In this work, perspective-taking is an activity that affords a greater potential for a constructive, more ethical socioscientific engagement (Saunders & Rennie, 2013) which we argue might promote a collective praxis or enterprise (Alzen et al, 2020;Damşa et al, 2010;Roth & Lee, 2002). While considered important, SSR models have varied in the extent to which different epistemic, ethical, and stakeholder aspects of perspectivetaking are articulated.…”

Section: Shifting Goals and Theoretical Perspectivesmentioning

confidence: 99%

“…For example, when using ethnography to study a local community's efforts to restore a stream, Roth and Lee (2002) noticed that: (a) farmers added local knowledge, providing context to observed patterns in data; (b) native populations critiqued what they viewed as a simplistic engineer‐and‐transform‐it approach to restoration, offering different strategies; and (c) scientists provided general frames to guide reasoning about water quality and ecosystems. Together, the community rose to a more sophisticated “scientific literacy” because of their collective praxis or enterprise (Alzen et al, 2020), sharing their different perspectives, skills, and knowledge to collaboratively produce new ideas that can help the community improve a shared problem. Environmental Education has long recognized the importance of integrating different domains and types of knowledge, including science (e.g., Disinger, 2001), and this pluralistic perspective has gained momentum among science education researchers focused on socioscientific issues or SSI (e.g., Morin et al, 2017; Zeidler, 2016).…”

Section: Introductionmentioning

confidence: 99%

vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI

2022

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Engagement with socioscientific issues (SSI) has emerged as an important focus for science education. SSI have been successfully used to teach science concepts, but they also serve a role in helping learners develop a capacity to engage with science in everyday life. Here we present an epistemic framework for characterizing socioscientific reasoning (SSR), called the vAIR framework standing for virtuous Aims, Ideals, and Reasoning Practices. vAIR is a modification of the AIR framework for epistemic cognition. The "virtuous" framing of vAIR is to align with the language of Sosa's virtue epistemology, reflecting a capacity to engage in reasoning that promotes a collective praxis/enterprise. vAIR was developed from a study of citizens engaged in an authentic SSI to offer a deeper authenticity than might be achieved in the study of a classroom. The goal was to better understand the ontologically distinct components of SSR, as well as gain a better understanding of what "constructive" SSR might look like in the context of collective praxis/enterprise in the everyday world. The findings are presented through a series of vignettes that capture the rich detail of the context as well as the nuances between the dimensions of the vAIR model. vAIR, we argue, can serve as a tool for scaffolding the development and assessment of SSR in classrooms.

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“…A central feature of collective enterprise is that students work together to figure out science by sharing and exploring ideas together (Scardamalia & Bereiter, 1991). A related component of collective enterprise is having agency to generate questions, identify ways to investigate those questions and determine a course of action (Alzen et al, 2020). The OpenSciEd curricular materials and a core set of routines support students in collaborating to figure out a phenomenon or solve a problem; students do not figure things out in isolation, and they do not follow prescribed investigation procedures.…”

Section: Support For Collective Enterprisementioning

confidence: 99%

The role of equitable classroom cultures for supporting interest in science

Singleton,

Deverel‐Rico,

Penuel

et al. 2024

J Res Sci Teach

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Supporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed‐effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student‐reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.

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Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study

Cited by 13 publications

References 64 publications

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI

The role of equitable classroom cultures for supporting interest in science

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