TY - JOUR
T1 - Epistemic agency as a members’ experience
AU - Keifert, Danielle
AU - Krist, Christina
AU - Scipio, Déana
AU - Philips, Anna
N1 - Funding Information:
We would like to thank Brian Reiser for his feedback on earlier discussions of this work. The projects described in this paper were funded by a National Science Foundation grant to the LIFE Center (#SMA-0835854) and to the University of Washington (#9014483), an Institute of Education Sciences grant to Northwestern (US DOE #R205B080027), a National Science Foundation grant to Northwestern University (#1020316), a Gordon and Betty Moore Foundation grant to Tufts University (GBMF3475), the NAEd/Spencer Dissertation Fellowship Program, the John F. Burlingame Graduate Fellowship in Physics, and the TERC Postdoctoral Fellowship.
Funding Information:
We would like to thank Brian Reiser for his feedback on earlier discussions of this work. The projects described in this paper were funded by a National Science Foundation grant to the LIFE Center (#SMA-0835854) and to the University of Washington(#9014483), an Institute of Education Sciences grant to Northwestern (US DOE#R205B080027), a National Science Foundation grant to Northwestern University (#1020316), a Gordon and Betty Moore Foundation grant to Tufts University (GBMF3475), the NAEd/Spencer Dissertation Fellowship Program, the John F. Burlingame Graduate Fellowship in Physics, and the TERC Postdoctoral Fellowship.
Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - We present a conceptualization of epistemic agency that centers attention on participants’ experience as a central identifying criterion, including the powered nature of inquiry. This allows us to examine how and by whom the inquiry is defined, navigated, and reified. We draw upon the existing conceptualization of inquiry as a members’ phenomenon to attend to how key epistemic moments—beginnings and endings—allow us to recognize learners’ competence in defining and shaping knowledge products. We take this as an opportunity to sensitize ourselves to issues of power and equity in STEM learning spaces. We argue that viewing epistemic agency as a members’ experience sensitizes researchers and educators to collaboratively decide with learners (rather than for learners) what counts as making progress and identifying paths within and through STEM learning environments.
AB - We present a conceptualization of epistemic agency that centers attention on participants’ experience as a central identifying criterion, including the powered nature of inquiry. This allows us to examine how and by whom the inquiry is defined, navigated, and reified. We draw upon the existing conceptualization of inquiry as a members’ phenomenon to attend to how key epistemic moments—beginnings and endings—allow us to recognize learners’ competence in defining and shaping knowledge products. We take this as an opportunity to sensitize ourselves to issues of power and equity in STEM learning spaces. We argue that viewing epistemic agency as a members’ experience sensitizes researchers and educators to collaboratively decide with learners (rather than for learners) what counts as making progress and identifying paths within and through STEM learning environments.
UR - http://www.scopus.com/inward/record.url?scp=85053931961&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053931961&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85053931961
SN - 1814-9316
VL - 1
SP - 192
EP - 199
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Y2 - 23 June 2018 through 27 June 2018
ER -