Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom

SIRY, Christina; WILMES, Sara; FRISCH, Roger

doi:10.1016/j.ijer.2024.102357

Request a copy

Article (Scientific journals)

Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom

SIRY, Christina; WILMES, Sara; FRISCH, Roger

2024 • In International Journal of Educational Research, 127, p. 102357

Peer Reviewed verified by ORBi

Permalink
https://hdl.handle.net/10993/64186

DOI
10.1016/j.ijer.2024.102357

Files (1)Send to Details Statistics Bibliography Similar publications

Files

Full Text

Siry Wilmes Frisch 2024 Agentic .pdf

Publisher postprint (11.67 MB)

Request a copy

All documents in ORBilu are protected by a user license.

Send to

RIS BibTex APA Chicago Permalink X Linkedin

Details

Keywords :

Agency; Early childhood science; Mimesis; Multilingual; Multimodal interaction analysis; Plurilingual; Education

Abstract :

[en] This manuscript presents a study exploring students' agentic engagement in science in an early-childhood classroom with a goal of examining how open-ended pedagogical structures mediate and shape children's possibilities for agentic actions. The study was conducted with a class of 17 plurilingual 4- to 6-year-olds as they participated in a five-week unit exploring worms, guided by sociocultural theoretical frameworks. Analysis demonstrates the role of open-ended structures for creating spaces for children's agency, and highlights how open spaces provide opportunities for children's learning in ways that go beyond adults’ expectations. Microanalysis of children's interactions highlights how open-ended structures supported children's science engagement and meaning making in multi-layered and creative ways. Implications for teacher education and research are discussed.

Research center :

SciTeach Center

Disciplines :

Education & instruction

Author, co-author :

SIRY, Christina ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning

WILMES, Sara ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning

FRISCH, Roger ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW)

External co-authors :

yes

Language :

English

Title :

Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom

Publication date :

2024

Journal title :

International Journal of Educational Research

ISSN :

0883-0355

eISSN :

1873-538X

Publisher :

Elsevier Ltd

Volume :

127

Pages :

102357

Peer reviewed :

Peer Reviewed verified by ORBi

Focus Area :

Educational Sciences

Development Goals :

4. Quality education

Additional URL :

https://api.elsevier.com/content/article/PII:S0883035524000442?httpAccept=text/xml

Available on ORBilu :

since 10 February 2025

Statistics

Number of views

100 (3 by Unilu)

Number of downloads

0 (0 by Unilu)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

OpenAlex citations

WoS citations^™

Bibliography

Ahearn, L.M., Language and agency. Annual review of anthropology 30:1 (2001), 109–137.
Carspecken, F.P., Critical ethnography in educational research: A theoretical and practical guide. 2013, Routledge.
Clarke, S.N., Howley, I., Resnick, L., Rose, C.P., Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction 10 (2016), 27–39.
Fleer, M., Supporting scientific conceptual consciousness or learning in a ‘roundabout way’ in play-based contexts. International Journal of Science Education 31:8 (2009), 1069–1089, 10.1080/09500690801953161.
Girard, R., Things hidden since the foundation of the world. 1987, Stanford University Press (S. Bann & M. Metteer, Trans.).
Gomez Fernández, R., Siry, C., “Opening up” a science task: An exploration of shifting embodied participation of a multilingual primary student. International Journal of Science Education 40:7 (2018), 771–795.
Haus, J.M., Siry, C., Agency, materiality and relations in intra-action in a kindergarten science investigation. Material practice and materiality : Too long ignored in science education, 2019, 131–150.
Hwang, S., Roth, W.M., The (embodied) performance of physics concepts in lectures. Research in Science Education 41:4 (2011), 461–477, 10.1007/s11165-010-9175-4.
Kane, J.M., The structure-agency dialectic in contested science spaces:“Do earthworms eat apples?”. Journal of Research in Science Teaching 52:4 (2015), 461–473, 10.1002/tea.21206.
Kirch, S.A., Siry, C.A., “Maybe the algae was from the filter”: Maybe and similar modifiers as mediational tools and indicators of uncertainty and possibility in children's science talk. Research in Science Education 42 (2012), 261–280, 10.1007/s11165-010-9197-y.
Kristensen, L.K., Otrel-Cass, K, Emotions: Connecting with the missing body. Bellocchi, A., Quigley, C.F., Otrel-Cass, K., (eds.) Exploring emotions, aesthetics and wellbeing in science education research, 2017, 165–185, 10.1007/978-3-319-43353-0_9.
Lemke, J.L., Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching 38:3 (2001), 296–316, 10.1002/1098-2736(200103)38:3≤296::AID-TEA1007≥3.0.CO;2-R.
MENFP. (Ministère de l'Éducation nationale et de la Formation professionnelle). (2011). École fondamentale. Plan d'études. Luxembourg. https://men.public.lu/fr/publications/courriers-education-nationale/numeros-speciaux/plan-etudes-ecoles-fondamentale.html.
MENJE. (Ministère de l’Éducation national, de l'Enfance et de la jeunesse). Key Numbers of National Education Statistics and Indicators 2020/2021, 2022 Luxembourg https://men.public.lu/fr/publications/statistiques-etudes/themes-transversaux/21-22-enseignement-chiffres.html.
Miller, E., Manz, E., Russ, R., Stroupe, D., Berland, L., Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards. Journal of Research in Science Teaching 55:7 (2018), 1053–1075.
Ricoeur, P, Time and narrative, 1, 1984, University of Chicago Press, Chicago.
Roth, W.-M., Tobin, K., Coteaching: From praxis to theory. Teachers and Teaching 10:2 (2004), 161–179, 10.1080/0954025032000188017.
Samuelsson, R., Multimodal interaction for science learning in preschool: Conceptual development with external tools across a science project. International Journal of Early Years Education 27:3 (2019), 254–270, 10.1080/09669760.2019.1605888.
Sewell, W.H., A theory of structure: Duality, agency, and transformation. American Journal of Sociology 98:1 (1992), 1–29, 10.1086/229967.
Siry, C., Gorges, A., Young children's diverse resources for meaning making in science: Learning from multilingual contexts. International Journal of Science Education 42:14 (2020), 2364–2386.
Siry, C., Dialogic pedagogies and multimodal methodologies: Working towards inclusive science education and research. Asia-Pacific Science Education 6:2 (2020), 346–363.
Siry, C., Brendel, M., Frisch, R., Radical listening and dialogue in educational research. International Journal of Critical Pedagogy 7:3 (2016), 120–136.
Siry, C., Wilmes, S., te Heesen, K., Sportelli, D., Heinericy, S., Young children's transmodal participation in science investigations: Drawing on a diversity of resources for meaning-making. Jakobsson, A., Nygård Larsson, P., Karlsson, A., (eds.) Translanguaging in Science Education, 2022, Springer.
Siry, C., Ziegler, G., Max, C., Doing science" through discourse-in-interaction: Young children's science investigations at the early childhood level. Science Education 96 (2012), 311–326.
Sloterdijk, P., Bubbles. Spheres volume I: Microspherology. 2011, MIT Press.
Stake, R.E., The art of case study research. 1995, Sage Publications, Thousand Oaks, CA.
STATEC. La démographie luxembourgeoise en chiffres. 2023 https://statistiques.public.lu/en/publications/series/en-chiffres/2023/demographie-lux-en-chiffres-2023.html.
Thomas Jha, R., Price, S, Embodying science: The role of the body in supporting young children's meaning making. International Journal of Science Education 44:10 (2022), 1659–1679.
Tobin, K., The sociocultural turn: Beyond theoretical imperialism and the imperative of learning from difference. Milne, C., Tobin, K., Gennaro, D., (eds.) Sociocultural studies and implications. For science education, 2015, Springer, Dordrecht, 10.1007/978-94-007-4240-6.
Varelas, M., Tucker-Raymond, E., Richards, K., A structure-agency perspective on young children's engagement in school science: Carlos's performance and narrative. Journal of Research in Science Teaching 52:4 (2015), 516–529, 10.1002/tea.21211.
Vaughn, M., Making sense of student agency in the early grades. 2018, Kappan, 62–66.
Vaughn, M., Jang, B.G., Sotirovska, V., Cooper-Novack, G., Studnet agency in literacy: A systematic review of the literature. Reading Psychology 41:7 (2020), 712–734, 10.1080/02702711.2020.1783142.
Watkins, J., Manz, E., Characterizing pedagogical decision points in sense-making conversations motivated by scientific uncertainty. Science Education, 2022, 1–34, 10.1002/sce.21747.
Watkins, J., Hammer, D., Radoff, J., Jaber, L.Z., Phillips, A.M., Positioning as not-understanding: The value of showing uncertainty for engaging in science. Journal of Research in Science Teaching 55:4 (2017), 573–599, 10.1002/tea.21431.
Williams, M., Tang, K.S., Won, M., ELL's science meaning making in multimodal inquiry: A case-study in a Hong Kong bilingual school. Asia-Pacific Science Education 5:1 (2019), 1–35, 10.1186/s41029-019-0031-1.
Wilmes, S.E.D., Siry, C., Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom. Science Education 102:5 (2018), 1107–1128, 10.1002/sce.21462.
Wilmes, S.E.D., Siry, C., Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper. Journal of Research in Science Teaching 57:7 (2020), 999–1027, 10.1002/tea.21615.
Wilmes, S.E.D., Siry, C., Multimodal Interaction Analysis: A powerful tool for examining plurilingual students’ engagement in science practices. Research in Science Education 51:1 (2021), 71–91, 10.1007/s11165-020-09977-z.
Wilmes, S.E.D., Siry, C., Engaging with materials and the body: Young plurilingual children's resource-rich interactions in science investigations. Research in Science & Technological Education 42:1 (2024), 114–132.
Wilmes, S.E.D., Interaction rituals, emotions, and early childhood science: Digital microscopses and collective joy in a multilingual classroom. Cultural Studies of Science Education 16 (2021), 373–385, 10.1007/s11422-021-10056-6.
Wulf, C. (2008). Embodiment Through Mimetic Learning. In A. Kraus, C. Wulf (eds.), The palgrave handbook of embodiment and learning, pp. 39–60. https://doi.org/10.1007/978-3-030-93001-1_3.
Wulf, C., Embodiment through mimetic learning. The Palgrave handbook of embodiment and learning, 2022, Springer International Publishing, Cham, 39–59.