Epistemic Agency in Science Lessons With Educational Robots

• In Event: Immersive Technology and Learning

Abstract

Recalling facts from textbooks and teachers no longer configures meaningful science learning in K-12 classrooms. A reform in science learning frameworks has urged teachers to situate their students as epistemic agents, that is, active participants who take ownership and responsibility over the process of learning and knowledge development in the scientific enterprise. Knowledge-building theoretical frameworks have guided this reform, and they posit that emerging technologies, such as educational robots, should promote knowledge construction and learning by doing. However, little is known about whether the use of robots effectively supports students’ epistemic agency in science learning. This study examined to what extent elementary preservice science teachers’ lessons with educational robots promote epistemic agency.

Authors

• Lucas Vasconcelos, University of South Carolina
  Presenting Author

• Cory Gleasman, Tennessee Tech University
  Presenting Author

• Duygu Umutlu, Bogazici University
  Presenting Author

• ChanMin Kim, Pennsylvania State University
  Presenting Author