TY - JOUR
T1 - An examination of student epistemic agency
T2 - Students’ perspectives on and experiences with argumentation during STEM design challenges
AU - González-Howard, María
AU - Sampson, Victor
AU - Baze, Christina
AU - Ramirez, Jocelyn Sosa
N1 - Publisher Copyright:
© 2024
PY - 2024/1
Y1 - 2024/1
N2 - 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.
AB - 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.
KW - Argumentation
KW - Science and engineering practices
KW - Student epistemic agency
UR - http://www.scopus.com/inward/record.url?scp=85189789615&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85189789615&partnerID=8YFLogxK
U2 - 10.1016/j.ijer.2024.102356
DO - 10.1016/j.ijer.2024.102356
M3 - Article
AN - SCOPUS:85189789615
SN - 0883-0355
VL - 125
JO - International Journal of Educational Research
JF - International Journal of Educational Research
M1 - 102356
ER -