ABSTRACT

Background

Teachers need to make sense of curricular materials and design instruction to ensure students will be positioned to pursue their own arc of inquiry in curriculum enactment. Whole-group discussions are crucial opportunities for curricular sensemaking, yet planning and enactment can be challenging.

Methods

We used a single, revelatory case study approach with one focal teacher to research curricular sensemaking for epistemic agency in storyline materials. We identified episodes of pedagogical reasoning for epistemic agency in the teacher’s pre- and post-interview responses and participation in discussion planning cycles (DPCs). This analysis revealed the recurrent sources of tension and ambiguity that the teacher grappled with concerning epistemic agency.

Findings

The teacher made sense of two key sources of tension: curricular coherence and student coherence-seeking; equitable participation and incremental building of ideas; and one source of ambiguity: uniform or variable form(s) of epistemic agency in different discussion types. The teacher grappled with these tensions and ambiguity and learned to leverage them to position students with epistemic agency in their learning.

Contribution

The teacher engaged in curricular sensemaking for epistemic agency. This form of sensemaking involves the teacher’s efforts to engage with students’ emergent ideas and participation in their use of curricular materials.

中文翻译：

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规划以学生为主导的讨论：认知机构的课程意义建构的一个启示性案例

摘要

背景

教师需要理解课程材料和设计教学，以确保学生能够在课程制定中追求自己的探究弧。整个小组讨论是课程意义建构的重要机会，但规划和制定可能具有挑战性。

方法

我们使用单一的、具有启发性的案例研究方法和一位焦点教师来研究故事情节材料中认知代理的课程意义构建。我们在教师的面试前后反应和参与讨论计划周期 (DPC) 中确定了认知代理的教学推理情节。这一分析揭示了教师在认知能动性方面反复出现的紧张和模棱两可的根源。

发现

老师理解了紧张的两个主要来源：课程连贯性和学生寻求连贯性；公平参与和渐进式构想；歧义的一个来源：在不同的讨论类型中，认知机构的统一或可变形式。老师努力应对这些紧张和模棱两可的情况，并学会利用它们在学生的学习中定位具有认知能动性的学生。

贡献

教师从事认知能动性的课程意义建构。这种形式的意义建构涉及教师努力参与学生的新兴想法并参与他们对课程材料的使用。