An examination of student epistemic agency: Students’ perspectives on and experiences with argumentation during STEM design challenges

María González-Howard, Victor Sampson, Christina Baze, Jocelyn Sosa Ramirez

Research output: Contribution to journalArticlepeer-review

Abstract

Science and engineering practices (SEPs) can help students make sense of, and engage with, the natural and designed world. Though using SEPs can support student epistemic agency, this is compromised when students do not perceive SEPs as meaningful to sensemaking. This study explores the relationship between students’ perspectives of the SEP of argumentation, and the epistemic agency they exhibit. Three themes emerged pertaining how students’ understandings of the design tasks’ participation framework and greater applications impacted their epistemic agency. Findings suggest the importance of making explicit to students the rationales behind new student expectations to prevent “pseudo-student epistemic agency,” and shed light on the significance of fostering equitable classroom communities where all members are viewed as valuable and capable sensemakers.

Original languageEnglish (US)
Article number102356
JournalInternational Journal of Educational Research
Volume125
DOIs
StatePublished - Jan 2024

Keywords

  • Argumentation
  • Science and engineering practices
  • Student epistemic agency

ASJC Scopus subject areas

  • Education

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