Responsive Instructional Design for Students' Epistemic Agency: Documenting Episodes of Principled Improvisation in Storyline Enactment

Autor/in	Cherbow, Kevin
Titel	Responsive Instructional Design for Students' Epistemic Agency: Documenting Episodes of Principled Improvisation in Storyline Enactment
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 4, S.807-846 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cherbow, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21818
Schlagwörter	Instructional Design; Creative Activities; Educational Change; Science Education; Teaching Methods; Case Studies; Interaction Process Analysis; Middle School Teachers; Science Teachers; Teacher Student Relationship; Story Telling; Personal Autonomy; Epistemology; Science Curriculum; Group Discussion + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Prozessanalyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Erkenntnistheorie; Gruppendiskussion
Abstract	Recent reforms in K-12 science education call for curricular materials that are designed to be "coherent for students." This form of coherence arises when the classroom community sees their science work as addressing their questions and problems. In enactment, the teacher sometimes has to improvise from the planned trajectory of the storyline to follow students' emergent science work. In this single instrumental case study, I used interaction analysis to identify and describe episodes of whole group storyline discussion where one expert middle school science teacher worked with his students as their science work diverged from the storyline. The descriptive account for each episode documents how the teacher attended to the conceptual, epistemic, and/or interactive facets in the substance of students' talk. It also traces how collective knowledge objects (i.e., consensus model, driving questions board, and experimental graph) were developed through this attentional work in each episode. The results suggest that the teacher facilitated episodes of principled improvisation (PI) related to the students' interactive role in the discussion, the science ideas they raised for a consensus model, and the measurement errors they experienced in an investigation. These episodes were principled because the teacher foregrounded particular trajectories in the storyline to mediate and add rigor to the students' divergent lines of science work. They were improvisational because the teacher backgrounded other storyline trajectories to more effectively address and work with students' emergent ideas. In each PI, the teacher shared epistemic agency with students to co-develop each collective knowledge object. These findings show the analytical and practical value in conceptualizing epistemic agency and teachers' instructional design work in relation to students' convergent and divergent science work in the curriculum. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01