Epistemic agency in an environmental sciences watershed investigation fostered by digital photography

Zimmerman, Heather Toomey; Weible, Jennifer

doi:10.1080/09500693.2018.1455115

Cited by 11 publications

(10 citation statements)

References 31 publications

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“…When students authentically engage in sensemaking discourse to construct scientific knowledge they act with epistemic agency, becoming "doers of science, rather than receivers of facts" (Miller et al, 2018(Miller et al, , p. 1057. The notion of epistemic agency, thus, encompasses the ways students are positioned and take up shaping the knowledge construction practices of their classroom communities (Damşa, Kirschner, Andriessen, Erkens, & Sins, 2010;Miller et al, 2018;Stroupe, 2014;Zimmerman & Weible, 2018). Further, epistemic agency is not just something a student has and exhibits or lacks all together, but is instead negotiated amongst many individuals (Ko & Krist, 2019).…”

Section: Opportunities For Epistemic Agency Through Engagement In Smentioning

confidence: 99%

“…The goals, driving these shifts, need to center on helping students listen carefully to one another and to engage with peers' ideas (Michaels & O'Connor, 2017). Moreover, during this type of “accountable talk” (Michaels, O'Connor, Hall, & Resnick, 2010; Resnick, Asterhan, & Clarke, 2018), it is essential that all students are positioned as valid and valued contributors to the classroom community's knowledge construction work (Zimmerman & Weible, 2018). This positioning supports students in developing and acting with epistemic agency.…”

Section: Transforming Discourse In the Science Classroommentioning

confidence: 99%

“…The true epistemic agency exists when epistemic authority (Haverly, Calabrese Barton, Schwarz, & Braaten, 2020; Kawasaki & Sandoval, 2019) is realized equally amongst all classroom members. Specifically, all students need to be viewed—by themselves, their peers, and the teacher—as entitled, expected and worthy of contributing to the community's advancement of scientific knowledge (Zimmerman & Weible, 2018). Incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, particularly, because this practice is a means by which scientific knowledge is built, evaluated, and revised.…”

Section: Introductionmentioning

confidence: 99%

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Acting with epistemic agency: Characterizing student critique during argumentation discussions

González‐Howard

McNeill

2020

Science Education

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The various types of interactions that students carry out when engaged in scientific argumentation function together to move forward developing ideas and support sensemaking. As such, incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, being positioned, and taking up, opportunities to inform their classroom community's knowledge construction work. To foster science classrooms in which students take on active roles, argue to learn, and engage in authentic meaning-making, the field needs better understandings of how students are supported in developing, and acting with, epistemic agency. We contend that focusing on critique-specifically, examining circumstances where students partake in this type of exchange with peers when engaged in argumentation-is a productive starting point. In this study, we characterized manifestations of epistemic agency as captured through instances of student critique during argumentation discussions in three middle school classrooms. Specifically, we used social network analysis to illuminate interactional patterns related to critique, and discourse analysis to highlight language moves individuals carried out when student critique was observed. Our findings point to there being multiple, sometimes conflating, approaches to addressing tensions inherent to helping students develop and act with epistemic agency. Our findings also suggest we can learn from critiquing practices that all students bring and employ in the classroom. This latter point is especially important when desiring to create and foster equitable learning environments, where all students' ways of knowing and doing science are appreciated, recognized, and used to support sensemaking.

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Section: Opportunities For Epistemic Agency Through Engagement In Smentioning

confidence: 99%

Section: Transforming Discourse In the Science Classroommentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Acting with epistemic agency: Characterizing student critique during argumentation discussions

González‐Howard

McNeill

2020

Science Education

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“…Another noticeable theme in the science education literature was use of emergent technologies with creative and artistic affordances such as digital photography and technology‐mediated drawing. In two studies, this took the form of photography‐based science inquiries —discovery activities wherein students made a photographic record of their experiment and data, and participated collaborative critique of science photographs taken inside class or outdoors (Boyce, Mishra, Kristy, Halverson, & Thomas, ; Zimmerman & Weible, ). Likewise, Price, Lee, and Malateska () provided children with photographs as well as stereoscopic visualizations (3D images) and then asked to reproduce them in writing.…”

Section: Seven Emergent Technologies Used In Science Educationmentioning

confidence: 99%

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Oliveira

Feyzi-Behnagh

et al. 2019

Human Behav and Emerg Tech

103

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This paper reviews the literature on emergent technologies from the field of science education. In an effort to summarize the current state of research, and identify specific types of technologies that have recently “emerged” in K‐12 science classrooms, we review papers featured in leading science education venues in recent years. The reported trends suggest that, as a field, science education has become increasingly characterized by hermeneutic and alterity relations wherein the physical world is experienced indirectly through technological representations or has become secondary to students' experiences as it is “pushed aside” by emergent technological artifacts such as computer simulations, virtual labs, mobile devices, robots, games, and digital photography and drawing. As a result, science educators are faced with the challenge of helping students view technological instruments not as transparent and neutral devices that simply “depict reality” (naïve instrumentalism) and reveal what is “really” there (naïve realism), but as powerful epistemic tools that help co‐constitute the reality being investigated, often (re)shaping what counts as “real” in revolutionary ways. It is argued that new technologies do not actually emerge in sociocultural vacuum and that more attention needs to be been given to sociocultural aspects of technological innovation in science classrooms.

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“…In this way, citizens should position themselves as epistemic agents who shape and evaluate knowledge and knowledge‐building practices within a community (Damsa, Kirschner, Andriessen, Erkens, & Sins, 2010; Stroupe, 2014). In the literature, increasing attention has been given to positioning students as epistemic agents in educational settings (e.g., Miller, Manz, Russ, Stroupe, & Berland, 2018; Stroupe, 2014; Stroupe, Caballero, & White, 2018; Zimmerman & Weible, 2018). This study extends this notion by positioning students not just as epistemic agents in the classroom, but also in their role as citizens who are responsible for evaluating scientific claims and the processes through which they are generated.…”

Section: Introductionmentioning

confidence: 99%

Students' adherences to epistemic understanding in evaluating scientific claims

Leung

2020

Science Education

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Epistemic understanding of science is essential for critical evaluation of scientific claims. In principle, developing students' epistemic understanding would enhance students' capability in evaluating scientific claims. However, findings on this "expected" connection have been inconclusive. This paper seeks to examine this discrepancy between epistemic understanding in theory, and the practical application of this

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Epistemic agency in an environmental sciences watershed investigation fostered by digital photography

Cited by 11 publications

References 31 publications

Acting with epistemic agency: Characterizing student critique during argumentation discussions

Acting with epistemic agency: Characterizing student critique during argumentation discussions

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Students' adherences to epistemic understanding in evaluating scientific claims

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