Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment

Cherbow, Kevin

doi:10.1002/tea.21818

Cited by 5 publications

(11 citation statements)

References 56 publications

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“…Both the Storyline approach and this workshop in particular emphasized coherence from students' perspectives in materials design. Although this design feature can imply a need to notice and respond to students' ideas throughout the entirety of a science unit (Reiser et al, 2021), teachers have also interpreted “coherence” to mean that responsiveness to student ideas is “baked in” to following the curriculum as written and therefore may not require additional, specific instructional strategies (Cherbow, 2021; Krist et al, 2023). Because the PD focused on materials design (rather than instructional strategies), our follow‐up research examined how teachers translated these design features into classroom enactment.…”

Section: Methodsmentioning

confidence: 99%

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Krist,

Shim

2023

J Res Sci Teach

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Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or close down student sense‐making while facilitating whole‐class discussions. We analyzed video recordings of (1) Nadine's classroom teaching over the course of two instructional units, (2) classroom moments tagged by Nadine or researchers in the midst of her teaching capturing her rationales for instructional decisions, and (3) interviews about those tagged moments. Using constant‐comparative analytic methods, we identified three dimensions of criteria that Nadine considered in her decisions about whether to pursue student ideas: (1) disciplinary potential, (2) potential for fostering the classroom community, and (3) curricular considerations. We present four episodes that feature Nadine's reasoning, two in which she intentionally made space for student sense‐making and two in which she intentionally closed down lines of student reasoning. Regardless of the decision, the criteria Nadine considered were sometimes aligned, supporting a straightforward decision, and other times created tensions. Across four episodes, we show how Nadine navigated multidimensional criteria; considered students' long‐term trajectories; and considered for whom pursuing sense‐making would be beneficial. We argue that these navigational considerations might serve as focal points as teachers, researchers, and professional learning facilitators make sense of teachers' instructional decisions as they occur during instruction and that leveraging them to open opportunities for discourse with teachers can support complex teaching practices.

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Section: Methodsmentioning

confidence: 99%

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Krist,

Shim

2023

J Res Sci Teach

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“…Especificamente, aspectos do domínio epistêmico são recorrentes entre as pesquisas sobre agência epistêmica, como: reconhecimento, negociação e legitimação das ideias compartilhadas, uso de argumentos para sustentar ideias e avaliações dos estudantes pelos pares; a participação dos estudantes na tomada de decisão (e.g. Akgun & Sharma, 2023;Cherbow;2023;Damşa et al, 2010;González-Howard & McNeill, 2020;Ko & Krist, 2019;Stroupe, Caballero e White, 2018). Desse modo, não são perceptíveis grandes diferenças entre as práticas que são comumente analisadas em estudos sobre práticas epistêmicas.…”

Section: O Que Há De Epistêmico Na Agência Epistêmica?unclassified

“…Neste artigo, apresentamos uma discussão teórica sobre o construto agência epistêmica na área de Educação em Ciências. O interesse pelo construto e a percepção de que é relevante um debate para seu aprofundamento se devem ao substancial aumento de publicações sobre o tema em anos recentes (Miller, Manz, Russ, Stroupe, & Berland 2018;Stroupe, Caballero, & White, 2018;Alzen, Edwards, Penuel, Reiser, Passmore, Griesemer, Zivic, Murzynski, Buell, 2022;Cherbow, 2023;Miller-Rushing & Hufnagel, 2022;Odden, Malthe-Sørenssen, & Silva, 2022;Zhang, Ian, Yuan, & Tao, 2022;Akgun & Sharma, 2023;Yang & Gong, 2023). Tais publicações têm como mote a concepção de que o ensino de ciências deveria se ocupar, também, das diferenças nos espaços de poder ocupados por estudantes e professores em sala de aula (Ko & Krist, 2019;Stroupe, 2014;Miller et al, 2018).…”

Section: Introductionunclassified

“…ensino por investigação, uso de questões sociocientíficas) e/ou sobre engajamento de estudantes em aspectos epistêmicos da ciência (e.g. práticas epistêmicas, cognição epistêmica) (Akgun & Sharma, 2023;Cherbow;2023;Damşa, Kirschner, Andriessen, Erkens, & Sins, 2010;González-Howard & McNeill, 2020;Ko & Krist, 2019;Stroupe, Caballero e White, 2018). O argumento desses pesquisadores é que, mesmo em cenários de aprendizagem considerados "inovadores", pode-se observar os estudantes sendo posicionados como "técnicos" dos processos de ensino e aprendizagem.…”

Section: Introductionunclassified

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Agência Epistêmica Como Um Construto Da Área De Educação Em Ciências: Questões Teóricas E Proposições Analíticas

Oliveira Carneiro,

Souto Silva Teles,

Alvares de Matos

et al. 2024

IENCI

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Um dos desafios emergentes do ensino de ciências envolve o compartilhamento de responsabilidades epistêmicas entre professores e estudantes nos processos de construção do conhecimento. Nesse contexto, o constructo agência epistêmica tem sido mobilizado como uma proposta promissora entre pesquisadores da área de Educação em Ciências. Com o propósito de discutir os significados do conceito para a área, abordamos a maneira pela qual pesquisadores têm interpretado e investigado a agência epistêmica, dando enfoque aos significados atribuídos aos dois componentes do construto: "agência" e "epistêmico". Para isso, buscamos situar a noção de agência no campo educacional mais amplo, considerando aquelas pesquisas que buscam relações entre agência, como construto mais amplo e interseccional, e aprendizagem. De modo articulado, discutimos aspectos epistêmicos comumente considerados nas análises da agência epistêmica. Por fim, discutimos relações entre agência epistêmica e poder, o que nos parece particularmente relevante para os avanços no campo, considerando as discussões já consolidadas sobre o papel ativo do estudante na aprendizagem. Defendemos que as pesquisas sobre agência epistêmica se beneficiariam de uma fundamentação mais sólida em teorias de poder, o que permitiria: i) situar os aspectos considerados relevantes nas análises, ii) operacionalizar conceitos próprios de teorias de poder para análise; iii) articular proposições teóricas sobre poder a noções de aprendizagem de ciências usadas no campo; iv) avançar na compreensão sobre transformações de contextos de aprendizagem.

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“…Our arrival at agency by way of power is informed in large part by the work of critical science education scholars who commonly engage with agency, specifically with respect to its theoretical proximity to power, justice, and resistance (Calabrese Barton & Tan, 2010; Cherbow, 2022; Keifert et al, 2018; Ko & Krist, 2019; Schenkel & Calabrese, 2020; Visintainer, 2022). This growing body of scholarship highlights the myriad ways learners individually and collectively enact agency to confront injustice, which we take up in the design and implementation of YPRPT.…”

Section: Introductionmentioning

confidence: 99%

Jamming power: Youth agency and community‐driven science in a critical technology learning program

2022

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In dialogue with science education and learning sciences research, in this article we develop a disciplinary‐specific view on youth and community agency for community‐based technology education. Cultivating agency is a central principle in our design and empirical study of the Young People's Race, Power, and Technology Program (YPRPT), a program designed to engage youth in critical inquiry about the technologies impacting their local communities. In this article, drawing from our multiyear partnership with a community‐based youth organization, we examine how agency was supported and constrained as a function of the practices we engaged in as a research team committed to participatory and justice‐centered education. Our findings illustrate ways that the emergence and enactment of agency, at both individual and community levels, works to interrupt, subvert, and creatively “jam” systems of power. We argue that cultivating agency in community‐driven science and technology learning requires an honest reckoning with the deeply entrenched racial and economic oppression in the United States. We contend that it is equally essential to commit to learning from, co‐designing with, and working in solidarity alongside the youth and communities that are most impacted by technologies that mediate our experiences—toward unveiling, resisting, and reimagining their powerful roles in our collective lives.

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Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment

Abstract: Recent reforms in K-12 science education call for curricular materials that are designed to be "coherent for students." This form of coherence arises when the classroom community sees their science work as addressing their questions and problems. In enactment,

Cited by 5 publications

References 56 publications

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Agência Epistêmica Como Um Construto Da Área De Educação Em Ciências: Questões Teóricas E Proposições Analíticas

Jamming power: Youth agency and community‐driven science in a critical technology learning program

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