Supporting Student Agency in Science

Autor/inn/en	Cavagnetto, Andy R.; Hand, Brian; Premo, Joshua
Titel	Supporting Student Agency in Science
Quelle	In: Theory Into Practice, 59 (2020) 2, S.128-138 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1702392
Schlagwörter	Personal Autonomy; Science Education; Active Learning; Student Participation; Class Activities; Learner Engagement; Educational Benefits; Predictor Variables; Educational Environment; Criticism; Social Influences; Teaching Methods; Higher Education + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Naturwissenschaftliche Bildung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsertrag; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritik; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Science education reforms seek to increase student inquiry, peer collaboration, and making student thinking visible in order to better support science learning. Yet each of these ingredients assumes that students will choose to actively participate in various classroom activities. This article highlights key considerations to support agency -- or more specifically authorship of knowledge -- in science classrooms. We draw on studies that examine factors influencing students' cooperation to argue that consideration of benefit of student action relative to the cost of student action is central to supporting agency. The benefit to cost is influenced by a multitude of pedagogical decisions and classroom characteristics. Thus, we subsequently leverage what we have learned from nearly two decades of research on the Science Writing Heuristic approach to examine classroom characteristics that are central to increasing benefit and thus supporting student authorship/agency. The article concludes with suggestions for how to integrate these ideas into the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01