TY - JOUR
T1 - Redistributing epistemic agency
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
AU - Ko, Mon Lin Monica
AU - Krist, Christina Stina
N1 - Funding Information:
This research was funded by the National Science Foundation Grants ESI-0227557, ESI-0439493, ESI-0101780, and DRL-1020316, and by the NAEd/Spencer Dissertation Fellowship Program. Any opinions, findings, conclusions, or recommendations expressed here are those of the author and do not reflect the official views of the organizations above.
Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - Taking the practice turn (Ford & Forman, 2006) necessarily involves students in making judgements about the state of their knowledge and in making decisions about how their investigations should proceed. In this study, we investigate how teachers open up aspects of their curricular activities and invite students to partner in the epistemic decisions that drive classroom activity. We draw on work in 3 classrooms as instrumental cases to illustrate what teachers did to ‘open up’ the curriculum and how these moves re-distributed epistemic agency. In each of the three cases, what teachers opened up had different implications in terms of their reach: the resulting “ripple effect” of the impact of the decisions that students were involved making. These cases illustrate the “disciplined improvisational” work (Sawyer, 2004) required to open up space within the constraints and boundaries of the curriculum to create opportunities for re-distributing epistemic agency.
AB - Taking the practice turn (Ford & Forman, 2006) necessarily involves students in making judgements about the state of their knowledge and in making decisions about how their investigations should proceed. In this study, we investigate how teachers open up aspects of their curricular activities and invite students to partner in the epistemic decisions that drive classroom activity. We draw on work in 3 classrooms as instrumental cases to illustrate what teachers did to ‘open up’ the curriculum and how these moves re-distributed epistemic agency. In each of the three cases, what teachers opened up had different implications in terms of their reach: the resulting “ripple effect” of the impact of the decisions that students were involved making. These cases illustrate the “disciplined improvisational” work (Sawyer, 2004) required to open up space within the constraints and boundaries of the curriculum to create opportunities for re-distributing epistemic agency.
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M3 - Conference article
AN - SCOPUS:85053903121
SN - 1814-9316
VL - 1
SP - 232
EP - 239
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
Y2 - 23 June 2018 through 27 June 2018
ER -