Fostering Students' Epistemic Agency for Rigorous Science Instruction

• In Event: AERA Poster Session 5
  In Poster Session: Division C Section 1d: Science Poster Session 2 (San Diego)

Abstract

Reform-based rigorous instruction which fosters all students’ thinking and sensemaking is possible; however, it is not yet prevalent in science classrooms. This study explored promoting rigorous instruction by enhancing students’ intellectual work through cognitively demanding tasks. We examined instruction during the five lessons in a science classroom. We found variations in students’ intellectual work across the lessons. Our analysis revealed that the instructional practices associated with promoting students’ engagement in rigorous thinking were consequential for promoting students’ epistemic agency. Thus, we argue that maintaining and enhancing demand on students’ intellectual engagement in cognitively demanding tasks requires the work of providing opportunities for students to learn science-as-practice by acting as epistemic agents. These findings can inform professional efforts regarding rigorous instruction.

Authors

• Ozlem Akcil Okan, Florida State University

• Miray Tekkumru-Kisa, Florida State University