Supporting students’ inquiry through doubly authentic learning designs
Four configurations of interests, domain, and identity
Bibliographic Data
| ID | 21490716 |
|---|---|
| Authors | Liat Rahmian (University of Haifa), Yotam Hod (0000-0001-7353-4052, University of Haifa, corresponding author), Guangji Yuan (0000-0003-3397-4170, Nanyang Technological University), Jianwei Zhang (0000-0002-5491-1745, University at Albany, State University of New York) |
| Year | 2024 |
| Volume | 39 |
| Issue | 4 |
| Pages | 3381-3402 |
| Publication date | 2024-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-024-00818-5 |
| OpenAlex | W4392372286 |
| Language | EN |
| Citations received | 3 |
| References cited | 41 |
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students’ inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school
Cognitive science · Educational psychology · Mathematics education · Pedagogy · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies
Conducting Educational Design Research
Computer Support for Knowledge-Building Communities
Schools as Knowledge-Building Organizations
Toward a Design Science of Education
From the Court to the Classroom
Basic needs and the development of interest and intrinsic motivational orientations
The Four-Phase Model of Interest Development
The Cambridge Handbook of the Learning Sciences
Enriching the informing cycle of Knowledge Building Communities by investigating students’ interpretations of design principles
Authentic insights into science
One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education
Writing about the past
Simulation-Based Learning in Higher Education
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences
Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces
Learning in Diversities of Structures of Social Practice
Research–Practice Partnerships in Education
Chapter 3
Telling Identities
On Two Metaphors for Learning and the Dangers of Choosing Just One
Situated Cognition and the Culture of Learning
Interest development, self-related information processing, and practice
Situated Learning
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |