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|Title:||Are Community Relevant PBL Supports enough to Promote Epistemic Agency? Exploring Variation in Epistemic Pedagogical Practices in Science Classrooms|
|Authors:||Noushad, Noora F.|
Yoon, Susan A.
Cottone, Amanda M.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Noushad, N. F., Shim, J., Yoon, S. A., & Cottone, A. M. (2021). Are Community Relevant PBL Supports enough to Promote Epistemic Agency? Exploring Variation in Epistemic Pedagogical Practices in Science Classrooms. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 211-218). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Promoting epistemic agency using problem-based learning (PBL) in science curricula allows students to co-construct scientific knowledge and practices. However, researchers have revealed that teachers struggle to distribute epistemic authority inside classrooms. We use exploratory case studies of two biology teachers’ adaptation of PBL units to explore the variation in pedagogical practices that influenced students' epistemic positioning. We analyzed classroom observation notes, teachers’ interviews, and teachers’ daily reflection notes to identify different instructional approaches. The findings suggest that teachers perceive the opportunities to activate epistemic agency within the same PBL curricula differently. Their pedagogical choices to leverage these opportunities depend on teachers’ perception of the more important learning objectives and the structural limitations and affordances provided by the context of the classroom.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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