Discourse and Agency during Scaffolded Middle School Science Instruction

Datos Bibliográficos

ID11273142
AutoresDoug Lombardi (0000-0002-4172-318X, Department of Human Development and Quantitative Methodology, University of Maryland, autor de correspondencia), Ananya M Matewos (0000-0003-0090-1864, Department of Education, St. Norbert College), Joshua Jaffe (0000-0001-8238-4949, Department of Human Development and Quantitative Methodology, University of Maryland), Joshua B Jaffe (0000-0002-2715-0215), Vivian Zohery (Department of Teaching, Learning, Policy, and Leadership, University of Maryland), Svetha Mohan (0000-0002-1234-4244, Tulane University), Kellyann Bock (Department of Human Development and Quantitative Methodology, University of Maryland), Sonia Jamani (0000-0002-4833-0370, Department of Human Development and Quantitative Methodology, University of Maryland)
Año2022
Volumen59
Número5-6
Páginas379-400
Fecha de publicación2022-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDiscourse Processes (JOURNAL)
Identificadores de la revistaISSN: 0163-853X • E-ISSN: 1532-6950
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0163853x.2022.2068317
OpenAlexW4225307136
IdiomaEN
Citas recibidas3
Referencias citadas75

Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society

Agency (philosophy · Autonomy · Discipline · Discourse analysis · Linguistics · Pedagogy · Political science · Social science · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy