Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

Chen, Ying-Chih

doi:10.1080/09500693.2024.2333714

International Journal of Science Education

2024

DOI: 10.1080/09500693.2024.2333714

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Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

Ying-Chih Chen

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2024

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Cited by 3 publications

References 53 publications

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Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

Kirk,

Tytler,

White

et al. 2024

Res Sci Educ

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With the critical nature of socio-ecological challenges, the need to empower young people to generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted a Socratic Seminar pedagogical strategy to enable student voice and collaborative solutions to a local/global socio-ecological challenge. Exploring microorganisms in a COVID-19-affected world, student agency and investigative practices were prioritised. We report a semiotic analysis of the student-led investigations and discussions informing decision-making and action. Students enacted scientifically grounded reasoning, posed evidence-focused questions and engaged in collaborative argumentation towards solutions. The culminating ‘Scientists for Solutions’ Socratic Seminar closely emulated the practices of the science community in supporting the generation of evidence-informed solutions. This paper unpacks this pedagogical approach. The findings inform the nature and creation of epistemic space within the primary science classroom that fosters student scientific questioning, inquiry decisions and collaborative decision-making through a Socratic Seminar process.

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Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

Kirk,

Tytler,

White

et al. 2024

Res Sci Educ

View full text Add to dashboard Cite

show abstract

Student Uncertainty as a Pedagogical Resource (SUPeR): an approach for phenomena-based science teaching

Chen,

Park,

Jordan

2024

Science Activities

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Using Student Uncertainty as a Pedagogical Resource (SUPeR) Approach to Support Students’ Productive Struggle in the Biology Classroom

Chen,

Park,

Rapkiewcz

2024

The American Biology Teacher

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Productive struggle is a process in which students expend effort to grapple with perplexing problems and make sense of something that is not immediately apparent and beyond their current level of understanding and capacity. The experience encourages students to reflect on and restructure their existing knowledge toward a new understanding of scientific concepts and practice. Scientific uncertainty is common in scientific sensemaking practice and is one of the major factors provoking student struggle. A teaching approach called Student Uncertainty as a Pedagogical Resource (SUPeR) is introduced to encourage teachers to engage students in the practice of productive struggle. The SUPeR approach is composed of four phases: (1) problematize a phenomenon, (2) engage in material practice, (3) participate in argumentative practice, and (4) engage in reflection, transformation, and application. An example from an eighth-grade biology class unit on Mendel’s Law of Segregation is used to demonstrate how the SUPeR approach can be implemented in the classroom.

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Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

Cited by 3 publications

References 53 publications

Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

Student Uncertainty as a Pedagogical Resource (SUPeR): an approach for phenomena-based science teaching

Using Student Uncertainty as a Pedagogical Resource (SUPeR) Approach to Support Students’ Productive Struggle in the Biology Classroom

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