청중의 도출을 통한 예비교사의 인식적 행위주체성 촉진 지식 구성 활동의 개발
Development of a Knowledge Construction Activity with the Elicitation of Audience to Facilitate Preservice Teachers’ Epistemic Agency
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This study aimed to develop a knowledge construction activity to facilitate preservice teachers’ epistemic agency. Building on the existing literature on the persona strategy and on epistemic agency, the activity was designed to elicit learners’epistemic goals and modified based on the exploration of the participating preservice teachers’practices. The knowledge construction activity was conceived in the following four steps: (a) an introduction to scientific knowledge construction, (b) the establishment of audiences, (c) the development of knowledge construction methods, and (d) the construction and sharing of the final knowledge products. The specific instructional strategies in each step to facilitate preservice teachers’ epistemic agency and sophistication of their understandings of scientific knowledge construction are discussed with the description of a representative preservice teacher group’s case in the activity. The results of this study inform the efforts of science education communities to develop instructional strategies that facilitate epistemic agency in the science classroom and preservice science teacher education.
Abstract
This study aimed to develop a knowledge construction activity to facilitate preservice teachers’ epistemic agency. Building on the existing literature on the persona strategy and on epistemic agency, the activity was designed to elicit learners’epistemic goals and modified based on the exploration of the participating preservice teachers’practices. The knowledge construction activity was conceived in the following four steps: (a) an introduction to scientific knowledge construction, (b) the establishment of audiences, (c) the development of knowledge construction methods, and (d) the construction and sharing of the final knowledge products. The specific instructional strategies in each step to facilitate preservice teachers’ epistemic agency and sophistication of their understandings of scientific knowledge construction are discussed with the description of a representative preservice teacher group’s case in the activity. The results of this study inform the efforts of science education communities to develop instructional strategies that facilitate epistemic agency in the science classroom and preservice science teacher education.
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