{"title":"Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity","authors":"Liat Rahmian, Yotam Hod, Guangji Yuan, Jianwei Zhang","doi":"10.1007/s10212-024-00818-5","DOIUrl":null,"url":null,"abstract":"<p>In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students’ inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"6 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00818-5","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students’ inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school.
期刊介绍:
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.