Characterizing variations in the figured worlds of teachers and students in science class
Bibliographic Data
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, we found that the students and the teacher constructed different figured worlds about the science learning in the classroom. These differences centered on the goals that students and teachers had for the class and the roles of the teacher and students in the learning environment. Specifically, we found that there was a lack of alignment around how students and the teacher viewed the purpose of student agency and collaboration and therefore they had different ideas about how they should interact with one another in the classroom. We conclude by discussing the implications of our findings for science education. We believe that the concept of figured worlds allows researchers and teachers to better understand the challenges of implementing reform‐oriented practices in science classrooms. This understanding can help teachers and professional development providers to create strategies for bridging the gap between different figured worlds and creating more collaborative and productive learning environments for all students
Class (philosophy) · Educational research · Mathematics education · Pedagogy · Science class · Science education · Sociology · Computer Science · Educational Research and Pedagogy · Psychology · Science Education and Pedagogy · Science Education and Perceptions
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Supporting teachers to negotiate uncertainty for science, students, and teaching
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Opening up curricula to redistribute epistemic agency
Examining Classroom Science Practice Communities
Epistemologies in practice
Addressing the epistemic elephant in the room
Storyline Units
Negotiating identity and agency amidst pedagogical change
The role of equitable classroom cultures for supporting interest in science
Rethinking the classroom science investigation
Characterizing relationships between collective enterprise and student epistemic agency in science
Considering discussion types to support collective sensemaking during a storyline unit
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Hollowed Out
Identity Production in Figured Worlds
Shared Epistemic Agency
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |