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Developing Teachers' Pedagogical Design Capacity to Amplify Students' Epistemic Agency through Curriculum Adaptation. 通过课程适应培养教师的教学设计能力，增强学生的认知能动性。
International Conference on the Learning Sciences ... Pub Date : 2025-06-01 DOI: 10.22318/icls2025.344145
Mon-Lin Monica Ko, Kerri Wingert, Nga Hoang, Melissa Campanella
{"title":"Developing Teachers' Pedagogical Design Capacity to Amplify Students' Epistemic Agency through Curriculum Adaptation.","authors":"Mon-Lin Monica Ko, Kerri Wingert, Nga Hoang, Melissa Campanella","doi":"10.22318/icls2025.344145","DOIUrl":"10.22318/icls2025.344145","url":null,"abstract":"<p><p>In this study, we analyze teachers' participation in a professional learning (PL) workshop that aims to deepen teachers' pedagogical design capacity, with an emphasis on increasing students' epistemic agency. We describe the design of a four-day workshop, our analytic process, and how three teachers made sense of and deepened their sensemaking of students' epistemic agency. Although the three teachers began with different conceptions of epistemic agency, each of them shifted their conceptions over the course of the workshop, toward a deeper reflection of how talk, tasks, and teacher moves support or hamper opportunities to let students co-construct ideas. We conclude with a discussion of the implications and future directions for our work.</p>","PeriodicalId":519983,"journal":{"name":"International Conference on the Learning Sciences ...","volume":"2025 ","pages":"297-304"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12224640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Where Do We Start And Where Do We Go? Emerging Findings Informing the Design of Responsive Professional Learning With Secondary Science Teachers. 我们从哪里开始，到哪里去？新发现为中学科学教师响应性专业学习的设计提供信息。
International Conference on the Learning Sciences ... Pub Date : 2025-06-01 DOI: 10.22318/icls2025.109495
Christina Stina Krist, Kevin Hall, Nga Hoang, Barbara Hug, Mon-Lin Monica Ko, Logan Hillary Logan, Nick Leonardi, Enrique Henry Suárez, Kerri Wingert
{"title":"Where Do We Start And Where Do We Go? Emerging Findings Informing the Design of Responsive Professional Learning With Secondary Science Teachers.","authors":"Christina Stina Krist, Kevin Hall, Nga Hoang, Barbara Hug, Mon-Lin Monica Ko, Logan Hillary Logan, Nick Leonardi, Enrique Henry Suárez, Kerri Wingert","doi":"10.22318/icls2025.109495","DOIUrl":"https://doi.org/10.22318/icls2025.109495","url":null,"abstract":"<p><p>This poster examines secondary science teachers' curricular adaptation work during summer workshops as part of the EMPOWER project, which supports teachers in adapting their curriculum to foster students' epistemic and critical science agency. Through a comparative case study, we demonstrate how two teacher teams started with different goals but each navigated tensions between connecting goals for epistemic agency (EA) and cultural relevance and responsiveness (CRR) in both the <i>content</i> and the <i>moment-to-moment interactions</i> of their focal lessons. Their varied trajectories underscore the importance of supporting teachers in toggling between these dimensions when designing justice-oriented science curricula.</p>","PeriodicalId":519983,"journal":{"name":"International Conference on the Learning Sciences ...","volume":"2025 ","pages":"2877-2879"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12288741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144710522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance. EMPOWER：颁布材料，促进自主性、参与性和相关性。
International Conference on the Learning Sciences ... Pub Date : 2024-06-01 DOI: 10.22318/icls2024.997270
Mon-Lin Monica Ko, Christina Krist, Barbara Hug, Kerri Wingert, Enrique Suárez, Logan Hillary Lauren, Nicholas Leonardi, Kevin Hall, Erica Light
{"title":"EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance.","authors":"Mon-Lin Monica Ko, Christina Krist, Barbara Hug, Kerri Wingert, Enrique Suárez, Logan Hillary Lauren, Nicholas Leonardi, Kevin Hall, Erica Light","doi":"10.22318/icls2024.997270","DOIUrl":"10.22318/icls2024.997270","url":null,"abstract":"<p><p>Fostering locally relevant and community-centered forms of science learning that develop students' critical science agency problematizes a \"one-size-fits-all\" model of teacher learning; teachers must examine how community needs and resources, local inequities and justice issues, and curriculum materials can converge to design novel learning opportunities for science learners. This paper presents the core commitments of EMPOWER, a cross-institutional effort that aims to support teachers' sensemaking and adaptations of curriculum materials to promote student ownership, engagement, and relevance at multiple sites across the U.S.</p>","PeriodicalId":519983,"journal":{"name":"International Conference on the Learning Sciences ...","volume":"2024 ","pages":"2303-2304"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11250894/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141629686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
"Driving the Ship" or Laying Buoys: Teachers' Use of Metaphor for Meaning-Making with Storylines. "开船 "还是铺设浮标：教师使用隐喻为故事情节创造意义。
International Conference on the Learning Sciences ... Pub Date : 2024-06-01 DOI: 10.22318/icls2024.109177
Kerri Wingert, Mon-Lin Monica Ko
{"title":"\"Driving the Ship\" or Laying Buoys: Teachers' Use of Metaphor for Meaning-Making with Storylines.","authors":"Kerri Wingert, Mon-Lin Monica Ko","doi":"10.22318/icls2024.109177","DOIUrl":"10.22318/icls2024.109177","url":null,"abstract":"<p><p>Science curricula require new conceptualizations of how teachers relate to their materials. In this study of teacher learning, we analyze an experienced group of practicing Storylines teachers' use of metaphor to describe the roles and responsibilities of students and teachers in curriculum enactment. We found that every metaphor that teachers used to describe the uses of Storylines curriculum entailed a sort of <i>wayfinding</i>: a destination, a timeframe, a place, a journey, or the students' or teachers' respective position in that pursuit. These findings continue to indicate the usefulness of metaphor in foregrounding the central role that students play in NGSS-aligned instruction/materials, as well as the institutional forces that shape how curriculum materials get enacted inside the classroom. This study builds and contributes to current scholarship that aims to support teachers in reconceptualizing their role, relationship to students, and the institution of schooling, in the context of constructivist curricula.</p>","PeriodicalId":519983,"journal":{"name":"International Conference on the Learning Sciences ...","volume":"2024 ","pages":"370-377"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11250692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141629651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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