Ha Heesoo
Center for Educational Research, Seoul National University, 1, Gwanak-gu, Seoul, Republic of Korea 08826.
Res Sci Educ. 2022;52(6):1851-1868. doi: 10.1007/s11165-021-10034-6. Epub 2021 Nov 22.
One main obstacle for instructors in inviting students to design knowledge construction is the tension between prioritizing students' ideas and maintaining the scientific validity of the activity. In this study, as a way of supporting students in shaping their own knowledge construction, the establishment of an audience for knowledge was enacted in a knowledge construction activity in a biology course. Applying the multiple case study method, this study aimed to explore whether and how the establishment of an audience for knowledge can support students' shaping of knowledge construction that is both scientifically valid and meaningful to students. The recordings of 26 student discussions and student-produced artifacts were analyzed as the main data sources. Student-created audiences and the epistemic features of knowledge construction processes were identified, and how the establishment of the audience did or did not support students' knowledge construction was inferred. The analysis revealed that the students first explicated their epistemic goals by creating audiences as persons who hold students' uncertainties and then designed processes to resolve these uncertainties. This indicates that the created audiences could explicate the object orientation of student activities, serving as the central axis in the students' subsequent shaping of the process to construct knowledge that is meaningful to themselves. However, the activity had limited value in supporting the students' plans for scientifically valid knowledge construction. The instructional strategies that are needed to support students in maintaining scientifically valid plans in practice are discussed. This study has pedagogical implications for the development of instructional strategies to support students' epistemic agency as they engage in shaping their own knowledge construction.
教师在邀请学生设计知识构建时面临的一个主要障碍是，在优先考虑学生的想法与维持活动的科学有效性之间存在紧张关系。在本研究中，作为支持学生塑造自身知识构建的一种方式，在一门生物学课程的知识构建活动中创设了一个知识受众群体。本研究采用多案例研究方法，旨在探究知识受众群体的创设能否以及如何支持学生塑造既具有科学有效性又对学生有意义的知识构建。对26次学生讨论的记录和学生制作的制品进行分析，将其作为主要数据来源。识别了学生创建的受众群体以及知识构建过程的认知特征，并推断出受众群体的创设对学生知识构建起到支持作用或未起到支持作用的情况。分析表明，学生首先通过将受众群体创建为持有学生不确定性的人来阐明他们的认知目标，然后设计过程来解决这些不确定性。这表明所创建的受众群体能够阐明学生活动的目标导向，在学生随后塑造对自己有意义的知识构建过程中充当核心轴线。然而，该活动在支持学生进行具有科学有效性的知识构建计划方面价值有限。文中讨论了在实践中支持学生维持具有科学有效性的计划所需的教学策略。本研究对于开发教学策略以支持学生在参与塑造自身知识构建时发挥认知能动性具有教学启示意义。
