Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

Simple item page
dc.contributor.authorTaylor, Lezlyen
dc.contributor.authorBrand, Brenda R.en
dc.contributor.departmentSchool of Educationen
dc.date.accessioned2021-07-28T14:11:33Zen
dc.date.available2021-07-28T14:11:33Zen
dc.date.issued2021-05-12en
dc.description.abstractLuecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, "Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand," whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart's (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.en
dc.description.notesFunding was provided by National Foundation for Science and Technology Development (Grant No. 1511792).en
dc.description.sponsorshipNational Foundation for Science and Technology Development [1511792]en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1007/s11422-021-10022-2en
dc.identifier.eissn1871-1510en
dc.identifier.issn1871-1502en
dc.identifier.pmid34002116en
dc.identifier.urihttp://hdl.handle.net/10919/104423en
dc.language.isoenen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectEpistemic agencyen
dc.subjectScience identityen
dc.subjectSelf-efficacyen
dc.titleEnhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailanden
dc.title.serialCultural Studies of Science Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Taylor-Brand2021_Article_EnhancingPlace-basedLearningPr.pdf
Size:
553.27 KB
Format:
Adobe Portable Document Format
Description:
Published version
Download

Collections

Scholarly Works, School of Education