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|Title:||Exploring the Connections Between Epistemic Agency and a Commitment to the Collective Enterprise of Sensemaking in the Science Classroom|
|Authors:||Alzen, Jessica L.|
Penuel, William R.
Reiser, Brian J.
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Alzen, J. L., Edwards, K., Penuel, W. R., Reiser, B. J., Passmore, C., Griesemer, C., Zivic, A., & Murzynski, C. (2020). Exploring the Connections Between Epistemic Agency and a Commitment to the Collective Enterprise of Sensemaking in the Science Classroom. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1879-1886). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Science education reforms prioritize meaningful student engagement in the practices of science, requiring teachers to make shifts in pedagogy that allow for increased student agency in constructing and critiquing science knowledge. However, these shifts create challenges for teachers in engaging students’ ideas while also ensuring that they meet established content standards. Models of how teachers can navigate these tensions are needed to help teachers shift their practice. In this study, we investigate three teachers working with the same instructional materials designed to support student agency and examine variations in how they navigate these tensions. We identify how their differential practices around organizing collective knowledge-building may interact with opportunities for students to take on epistemic agency.|
|Appears in Collections:||ICLS 2020|
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