Acting with epistemic agency: Characterizing student critique during argumentation discussions
Acting with epistemic agency: Characterizing student critique during argumentation discussions
复制标题
DOI：
10.1002/sce.21592
复制
发表时间：
2020-07-21
影响因子：
4.3
通讯作者：
McNeill, Katherine L.
中科院分区：
文献类型：
--
作者：
Gonzalez-Howard, Maria;McNeill, Katherine L.
学生在进行科学论证时进行的各种类型的互动共同作用，推动了思想的发展，支持了意义的构建。因此，在课堂教学中纳入论证有助于支持学生发展认知代理并采取行动，定位并抓住机会为课堂社区的知识建设工作提供信息。为了促进学生在科学课堂中发挥积极作用，通过争论来学习，并参与真正的意义创造，该领域需要更好地理解如何支持学生发展认知代理，并通过认知代理采取行动。我们认为，把重点放在批评上——具体地说，检查学生在参与辩论时与同龄人进行这种交流的情况——是一个富有成效的起点。在本研究中，我们通过三个中学课堂上的论证讨论中的学生批评实例来描述认知代理的表现。具体而言，我们使用社会网络分析来阐明与批评相关的互动模式，并使用话语分析来突出观察学生批评时个人进行的语言移动。我们的研究结果指出，有多种，有时是混淆的，方法来解决帮助学生发展和行动的认知代理所固有的紧张关系。我们的研究结果还表明，我们可以从所有学生带到课堂上的批评实践中学习。当我们希望创造和促进公平的学习环境时，后一点尤为重要，在这种环境中，所有学生了解和从事科学的方式都受到赞赏、认可，并用于支持意义建构。
The various types of interactions that students carry out when engaged in scientific argumentation function together to move forward developing ideas and support sensemaking. As such, incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, being positioned, and taking up, opportunities to inform their classroom community's knowledge construction work. To foster science classrooms in which students take on active roles, argue to learn, and engage in authentic meaning-making, the field needs better understandings of how students are supported in developing, and acting with, epistemic agency. We contend that focusing on critique-specifically, examining circumstances where students partake in this type of exchange with peers when engaged in argumentation-is a productive starting point. In this study, we characterized manifestations of epistemic agency as captured through instances of student critique during argumentation discussions in three middle school classrooms. Specifically, we used social network analysis to illuminate interactional patterns related to critique, and discourse analysis to highlight language moves individuals carried out when student critique was observed. Our findings point to there being multiple, sometimes conflating, approaches to addressing tensions inherent to helping students develop and act with epistemic agency. Our findings also suggest we can learn from critiquing practices that all students bring and employ in the classroom. This latter point is especially important when desiring to create and foster equitable learning environments, where all students' ways of knowing and doing science are appreciated, recognized, and used to support sensemaking.