Instructional Models That Promote Student Agency Using Interactive Simulations

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-7 - Expanding the Scope of Learning With Innovative Technologies

Abstract

Simulations hold great promise to leverage change and improve student achievement when incorporated with factors associated with ambitious instruction using technology. This research focuses on examining the characteristics of instructional models that teacher regularly enact during technology-rich mathematics lessons associated with transmissive or ambitious instruction leading to or constraining student agency. Characteristics from 15 simulation-based middle school mathematics lessons are identified. Two instructional models from the five instructional models uncovered from these data are discussed as they provide opportunities for epistemic agency, share many similarities, but differ in terms of who is granted cognitive authority. The dimensions that restrict or promote access to epistemic agency are discussed.

Authors

• jennifer schellinger, The Florida State University

• Kelly Findley, Florida State University

• Ian Whitacre, Florida State University

• Karina K. R. Hensberry, University of South Florida St. Petersburg