“That's Our Question!”
College Students' Epistemic Agency in Model‐Based Investigations
Datos Bibliográficos
| ID | 21392859 |
|---|---|
| Autores | Julia Gouvea (0000-0002-2228-9066, Department of Education, Department of Biology Tufts University Medford Massachusetts USA, autor de correspondencia), Robert Hayes (Center for Engineering Education and Outreach Tufts University Medford Massachusetts USA) |
| Año | 2026 |
| Fecha de publicación | 2026-06-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70086 |
| OpenAlex | W7164363859 |
| Idioma | EN |
| Referencias citadas | 52 |
Students should have opportunities to shape scientific knowledge building—both to make science more engaging and meaningful to them, and so they can learn to decide how and why to engage in scientific practices. Yet, it has been rare, even at the college level, for students to define and pursue their own scientific investigations. One challenge stems from a perceived trade‐off between allowing students to define their own paths of investigation and a desire for college students to engage with complex, disciplinarily meaningful ideas. In this paper, we address that tension by illustrating how students' epistemic agency emerged and led to meaningful scientific work. We describe the design of a 3‐week unit within a large‐enrollment introductory laboratory for college students that featured a system of interlocking models: a wet lab experimental model system and a computational model. We found that this design supported students in constructing and refining investigative aims that emerged from problems or contradictions they encountered at the intersection of the model systems. We also found that students were able to use each model system as an arena for making and enacting their own decisions about how to move their investigations forward. Ultimately, both identifying and shaping their own aims and making their own methodological choices contributed to students' sense of their scientific modeling work as meaningful
Agency (philosophy) · Intersection (aeronautics) · Philosophy of science · Science education · Scientific misconceptions · Scientific modelling · Sociology of scientific knowledge · Work (physics) · Educational Strategies and Epistemologies · Science Education and Pedagogy · Various Chemistry Research Topics
Explaining Science
Classroom communities' adaptations of the practice of scientific argumentation
Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards
Examining Classroom Science Practice Communities
Epistemologies in practice
Disciplinary authority and accountability in scientific practice and learning
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Addressing the epistemic elephant in the room
Interlocking models in classroom science
Rethinking the classroom science investigation
Beyond assessing knowledge about models and modeling
Coupling simulation and experiment
How Models Are Used to Represent Reality
Design Experiments in Educational Research
Shared Epistemic Agency
The Mangle of Practice
Language and Agency
The Mangle of Practice
A Theory of Structure
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |