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The first category addresses key aspects of the epistemic work that students were being asked to do in the classroom such as who students thought was driving the learning and whether they believed that they were and would continue figuring out their own questions. The second category looks at the social nature of communal knowledge building: how did students share their own thinking, did they listen to others, and did they find listening productive. The last category focuses on the students’ motivation: did they (or anyone) care about the work being done in their classroom, and what was their affective response to that work. Table 3: Student perceptions survey questions by category

Table 3 The first category addresses key aspects of the epistemic work that students were being asked to do in the classroom such as who students thought was driving the learning and whether they believed that they were and would continue figuring out their own questions. The second category looks at the social nature of communal knowledge building: how did students share their own thinking, did they listen to others, and did they find listening productive. The last category focuses on the students’ motivation: did they (or anyone) care about the work being done in their classroom, and what was their affective response to that work. Table 3: Student perceptions survey questions by category

Related Figures (4)

Figure 1. Example driving-question board (DQB) from a middle school sound classroom. “ ~~ To support coherence from the students’ perspective, the unit organizes learning in a storyline, in which students develop questions from phenomena that drives their knowledge building (Reiser et al., 2017). An anchoring phenomenon helps elicit students’ initial questions, which are then used to uncover related questions from students’ own experiences. At each step, pending questions or gaps students identify become the motivation for the next investigation. In this particular unit, the anchoring phenomenon is a homemade record player that plays music. The questions students generate about the anchoring phenomenon are organized on a driving questior board (Figure 1; Singer et al., 2000), a public representation of student ideas (Windschitl et al., 2008).
Figure 1. Example driving-question board (DQB) from a middle school sound classroom. “ ~~ To support coherence from the students’ perspective, the unit organizes learning in a storyline, in which students develop questions from phenomena that drives their knowledge building (Reiser et al., 2017). An anchoring phenomenon helps elicit students’ initial questions, which are then used to uncover related questions from students’ own experiences. At each step, pending questions or gaps students identify become the motivation for the next investigation. In this particular unit, the anchoring phenomenon is a homemade record player that plays music. The questions students generate about the anchoring phenomenon are organized on a driving questior board (Figure 1; Singer et al., 2000), a public representation of student ideas (Windschitl et al., 2008).
Table 1: Example questions and corresponding questions and phenomena investigated in the unit Table 2: Example questions and corresponding codes
Table 1: Example questions and corresponding questions and phenomena investigated in the unit Table 2: Example questions and corresponding codes
Student surveys
Student surveys
Interestingly, none of the survey questions in the social dimension had a significant effect on the outcome. While these social dimensions should be present in a student-driven classroom, they are not unique to this environment. That is, working with peers and helping one another might occur in a situation with work that is assigned from external authority rather than a classroom where students feel ownership over their learning. Table 4: Effects of intellectual work, social dimension, and affective questions on students’ epistemic agency
Interestingly, none of the survey questions in the social dimension had a significant effect on the outcome. While these social dimensions should be present in a student-driven classroom, they are not unique to this environment. That is, working with peers and helping one another might occur in a situation with work that is assigned from external authority rather than a classroom where students feel ownership over their learning. Table 4: Effects of intellectual work, social dimension, and affective questions on students’ epistemic agency
Related topics:
SociologyComputer SciencePhilosophy of AgencyScience EducationCurriculum DesignModel-based InquiryEpistemic Agency
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