Shifts of Epistemic Agency between Children and Parents during Making at Museum-Based Makerspace

Autor/inn/en	Jung, Yong Ju; Whalen, Devon Purington; Zimmerman, Heather Toomey
Titel	Shifts of Epistemic Agency between Children and Parents during Making at Museum-Based Makerspace
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 13 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Yong Ju) ORCID (Zimmerman, Heather Toomey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2022.2100940
Schlagwörter	Epistemology; Parent Child Relationship; Informal Education; Museums; Shared Resources and Services; Family Involvement; Interaction; STEM Education; District of Columbia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Gemeinwirtschaft; Interaktion; STEM
Abstract	Epistemic agency is situated within social, cultural, and material contexts of learning. Making and inventing supports children's and families' creative thinking, problem-solving, and knowledge construction, through which they are positioned as active knowledge agents and their epistemic agency is represented. This article examines how the epistemic agency of children and parents shifted as they engaged in making activities in a museum-based makerspace. Through video-based, multimodal interaction analysis of thirteen cases, our findings demonstrate moment-by-moment transition patterns between child-led, parent-led, and equally-distributed epistemic agency. Our findings also show how these epistemic agency shifts emerged through the families' embodied interactions. By doing so, we reveal that (a) the lead epistemic agent role shifted over time during the inventing experience and (b) the epistemic agency of a parent and a child were relative to each other. This study contributes to the theoretical understanding of epistemic agency in situ during collaborative making activities as a fluid phenomenon as well as provides practical implications for museum-based makerspaces to support parent-child knowledge-building interactions during inventing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01