Hendra Y Agustian
Biographic Data
| ID | 4636442 |
|---|---|
| NAME | Hendra Y Agustian |
| GIVEN NAMES | Hendra Y |
| FAMILY NAME | Agustian |
| SIGNATURE | AGUSTIAN H Y |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0003-2792-3035 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Embodied, Epistemic Cognition in Higher Science Education
This study synthesises two pivotal philosophical notions related to student learning in higher science education, i.e., embodied cognition and epistemic cognition, employing theoretical and empirical inquiries into epistemic practices in teaching laboratories. We conceptualise laboratory work as an authentic context for embodied, epistemic practices and critically review both philosophical notions in light of recent developments in science educat…
The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems
Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual f…
I Feel Like a Real Chemist Right Now
Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptuali…
Pupil's role in educational design
This case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan ‘pupil‐centred’ approach, examples are scarce in which children are seen as partners, let alone co‐designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision‐making in a primary school context. Concepts such as co‐d…
Investigating inclusive practice in international schooling
Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs.…
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Investigating inclusive practice in international schooling
Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs.…
Pupil's role in educational design
This case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan ‘pupil‐centred’ approach, examples are scarce in which children are seen as partners, let alone co‐designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision‐making in a primary school context. Concepts such as co‐d…
The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems
Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known about how they may translate into educational research and practice. This paper proposes a conceptual f…
I Feel Like a Real Chemist Right Now
Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptuali…
Embodied, Epistemic Cognition in Higher Science Education
This study synthesises two pivotal philosophical notions related to student learning in higher science education, i.e., embodied cognition and epistemic cognition, employing theoretical and empirical inquiries into epistemic practices in teaching laboratories. We conceptualise laboratory work as an authentic context for embodied, epistemic practices and critically review both philosophical notions in light of recent developments in science educat…
Pedagogy (4 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Sociology (3 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Embodied cognition (2 works) · Epistemology (2 works) · Philosophy of science (2 works)