Science Education and Student Autonomy

Melville, Wayne; Kerr, Donald; Verma, Geeta; Campbell, Todd

doi:10.1007/s42330-018-0011-6

Cited by 6 publications

(4 citation statements)

References 25 publications

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“…Recent scholarship has also begun to argue that, in addition to playing a central role in negotiating epistemic criteria and reliable processes, students should be taking increasing responsibility in navigating their own inquiry: making decisions about next steps to be taken and new areas to investigate (e.g., Keifert, Krist, Scipio, & Phillips, ; Manz, ; Melville, Kerr, Verma, & Campbell, ; Reiser et al, ; Stroupe et al, ). In other words, when students are positioned by teachers as epistemic agents, they not only have a hand in shaping the knowledge production and practices of their community, but they also play a key role, with support from their teacher, in making key decisions about their arc of the inquiry: for example, deciding what variables to test, why they might matter, the methods by which to test them, and ways to clarify or strengthen their conjectures through subsequent empirical and theoretical testing.…”

Section: Literature Reviewmentioning

confidence: 99%

Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching

Krist

2019

Science Education

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This study proposes a strategic framework to guide teachers' curriculum adaptation, planning, and enactment as a lever for redistributing epistemic agency. This framework intends to position teachers as strategic decision-makers around when and how to open up aspects of their curriculum. We argue that seeing the aspects of Next Generation Science Standardsaligned curricula-the methods of investigation, the anchoring phenomena, and the explanatory models students construct-as entry points for redistributing epistemic agency may help teachers make inroads to shifting their classroom practice towards more responsive instruction. Importantly, our tool acknowledges that there are different "levels" at which teachers might strategically decide to open up space for student decisionmaking. These decisions may have a differential impact on students' subsequent participation in science practices. In this paper, we will use three cases to highlight the specific and incremental ways that teachers can open up aspects of the curriculum and how those openings redistributed epistemic agency in their classroom. We argue that this framework may be used as a tool for engaging teachers in conversation about how they can begin to position students as partners in the epistemic decisions that drive classroom activity.

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Section: Literature Reviewmentioning

confidence: 99%

Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching

Krist

2019

Science Education

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“…Independence should be the goal to shape the psychological well-being of individuals through reflection and discussion of the situation experienced concerning the completion of the final project. Melville et al (2018) and Holmes (2021) added that autonomy is not a product but a process that needs to be honed by individuals and needs to be facilitated by educators through self-knowledge, participation, and reasons for decision making. Thus, autonomy here means independent learning, action determination, decision-making, and self-evaluation.…”

Section: Discussionmentioning

confidence: 99%

Psychological well-being of students in completing their final projects

2023

pegegog

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Psychological well-being is a positive and critical aspect the students must have. However, research to identify individual psychological conditions, especially in completing final projects, is rarely done. For this reason, this study aimed to describe the psychological well-being of students who are completing their final projects. The research method used was a survey. The sample of this research with a sample of 271 students. Researchers utilized students' psychological well-being scales to collect the data. The instrument obtained 32 items considered valid. The data analysis used is descriptive analysis using SPSS 24. The results showed that 32% of students had psychological well-being that tended to be high to very high, 36% had psychological well-being at a moderate level, and 32% had psychological well-being that tended to be low to very low. Individual psychological well-being was described more by personal growth than by the individual's ability to master the environment, autonomy, selfacceptance, purpose in life, and positive relationships with others.

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“…Budowanie autonomii w procesie poznania to przyjmowanie przez studentów coraz większej odpowiedzialności w zakresie kierowania własnym poznaniem: podejmowanie decyzji o kolejnych krokach, o nowych obszarach kształcenia. Podejście do studentów jako podmiotów uczenia się nie tylko wpływa na tworzenie wiedzy, ale również na relacje społeczne (Melville, Kerr, Verma, Campbell, 2018). Edukacja jest formą realizacji celów rehabilitacji.…”

Section: Wprowadzenieunclassified

Academic Education in the Context of its Accessibility for Blind Students

Szczupał

2022

lrp

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Wprowadzenie: Współczesne zmiany cywilizacyjne i kulturowe sprawiają, że studenci z niewidomi doświadczają wiele wyzwań psychologicznych, społecznych i fizycznych, które mogą przyczyniać się do powstawania trudności edukacyjnych i społecznych. Cel badań: Celem badań było poznanie opinii studentów niewidomych dotyczących ich sytuacji i trudności podczas studiowania oraz możliwości otrzymywanego wsparcia. Metoda badań: Przeprowadzono badania jakościowe. Były to wypowiedzi uzyskane za pomocą wywiadu narracyjnego w formie osobistych, subiektywnych doświadczeń i przeżyć badanych osób. Wyniki: Zaprezentowano doświadczenia edukacyjne studentów niewidomych w formie ich opinii dotyczących adaptacji materiałów dydaktycznych, dostosowania dla studentów niewidomych form zajęć, zaliczeń i egzaminów, dostępności zasobów bibliotecznych, dostępności serwisów internetowych uczelni, warunków urbanistycznych i barier architektonicznych, opinii badanych na temat postaw pracowników naukowych i studentów pełnosprawnych wobec studiujących osób niewidomych, postaw badanych wobec procesu kształcenia i ocena swojej roli w tym procesie. Wnioski: Pomimo wskazania wielu barier obniżających poziom dostępności, respondenci wyrazili zadowolenie z podjęcia kształcenia poziomie wyższym.

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Science Education and Student Autonomy

Cited by 6 publications

References 25 publications

Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching

Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching

Psychological well-being of students in completing their final projects

Academic Education in the Context of its Accessibility for Blind Students

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