What's the Point of This Talk? Enactment of Multiple Discussion Types to Support Epistemic Agency

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Science Teaching and Learning: Curriculum

Abstract

Whole class discussion that facilitates student sensemaking is a key component of science instructional reforms, but more work is needed to understand how teachers can facilitate these discussions to support student agency. We classified discussions as initial ideas, building understanding, or consensus based on their pedagogical purpose and examined the case of one middle school teacher facilitating these discussions in his classroom. We found all three discussions included clarification of students’ ideas but only the building understanding discussion allowed students to position their ideas in conversation with each other and build on them. More interanimation of ideas contributes to students taking on more agentive roles in discussion. Teacher learning should highlight these aspects of different discussions to support student agency.

Authors

• Benjamin Richard Lowell, Boston College

• Kevin Cherbow, Florida State University – Tallahassee

• Katherine L. McNeill, Boston College

• Renee A. Affolter, University of Massachusetts - Amherst

• Casandra Gonzalez, Boston College