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Title: Guided Epistemic Expansion in a Science Classroom
Authors: Dabholkar, Sugat
Danish, Joshua
Wilensky, Uri
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Dabholkar, S., Danish, J., & Wilensky, U. (2022). Guided epistemic expansion in a science classroom. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 361-368). International Society of the Learning Sciences.
Abstract: In this paper, we study students’ epistemic engagement in a learning environment that uses Emergent Systems Microworlds (ESMs). ESMs are agent-based computational models that are designed as constructionist microworlds. We use Engeström’s theory of expansive learning for analyzing how agent-based restructurations and constructionist design features of a learning environment facilitate the epistemic expansion of an activity system in a science classroom. We analyze three design features of an ESM-based learning environment that created generative contradictions, which allowed students to devise epistemically expansive ways using the same features to address those contradictions. We discuss how these features facilitated student learning as the students used the ESM as a computational experimental system to test and establish evidence-based claims and collectively shape epistemic practices. This work provides an approach for designing learning environments that foreground students’ epistemic engagement in shaping science practices to learn about disciplinary ideas.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

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