Autonomy and Structure in Action: Effective Enactments That Promote Engagement in Science Class

• In Event: Division C Outstanding Graduate Student Research Posters

Abstract

Observational research documenting effective enactments of autonomy and structure that
promote student engagement in science is limited and mostly grounded in traditional classrooms.
We richly described effective enactments in inquiry middle school science classrooms in
comparison with traditional enactments. We also compared cases based on student perceptions of
high and moderate autonomy, which involves how structure was implemented. Observations of
three inquiry and two traditional teachers were analyzed through content analysis and
synthesized summaries extracted from data. Results showcased high quality enactments, and
revealed that students may perceive interfered autonomy when structure was implemented with
tight and high expectations for accountability. The study provides guidance to practitioners and
raises question to the field regarding the balance between autonomy and structure.

Authors

• Dongyao Tan, Purdue University

• Toni Kempler Rogat, Purdue University

• Temitope F. Adeoye, Purdue University

• Karlyn R. Adams-Wiggins, Portland State University