Please use this identifier to cite or link to this item:
|Title:||Who I Am, What I Know, and What I Want: An Epistemic Network Analysis of Student Identity Exploration|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Barany, A., Wang, Y., Williamson, D., & Foster, A. (2021). Who I Am, What I Know, and What I Want: An Epistemic Network Analysis of Student Identity Exploration. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 107-114). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This paper reports outcomes of 57 students’ exploration of urban planning and environmental science identities through Virtual City Planning, a course implemented in a science museum that leveraged a virtual learning environment supported by in-class play-based experiences. Identity exploration trajectories were assessed using the Projective Reflection framework, which consists of constructs that capture cognitive, affective, and behavioral features of the self in addition to learners’ self-perceptions and definitions. Researchers constructed a parsimonious epistemic network that was supported by in-depth qualitative interpretations to a) visualize students’ general trends of student self-reflection across the course experience and b) highlight which Projective Reflection constructs were highly nascent to participants as they engaged in identity exploration. Results further theoretical understandings of how courses designed to support identity exploration influence the sophistication and content of learners’ reflections on the self and illustrate the utility of epistemic networks for visualizing identity exploration trajectories over time|
|Appears in Collections:||ISLS Annual Meeting 2021|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.