Striving to learn to do good science: Epistemic conation in the chemistry laboratory

Research output: Contribution to journal › Journal article › Research › peer-review

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Striving to learn to do good science : Epistemic conation in the chemistry laboratory. / Agustian, Hendra Y.; Gammelgaard, Bente; Rangkuti, Muhammad Aswin; Ryberg, Marie L.

In: Science & Education, 03.2024.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Agustian, HY, Gammelgaard, B, Rangkuti, MA & Ryberg, ML 2024, 'Striving to learn to do good science: Epistemic conation in the chemistry laboratory', Science & Education.

APA

Agustian, H. Y., Gammelgaard, B., Rangkuti, M. A., & Ryberg, M. L. (2024). Striving to learn to do good science: Epistemic conation in the chemistry laboratory. Manuscript in preparation.

Vancouver

Agustian HY, Gammelgaard B, Rangkuti MA, Ryberg ML. Striving to learn to do good science: Epistemic conation in the chemistry laboratory. Science & Education. 2024 Mar.

Author

Agustian, Hendra Y. ; Gammelgaard, Bente ; Rangkuti, Muhammad Aswin ; Ryberg, Marie L. / Striving to learn to do good science : Epistemic conation in the chemistry laboratory. In: Science & Education. 2024.

Bibtex

@article{6d86b1bdb22247b496cf25961ba239e9,
title = "Striving to learn to do good science: Epistemic conation in the chemistry laboratory",
abstract = "This study examines how epistemic conation manifests during co-construction of knowledge in the laboratory, where students engage in scientific practices that require not only cognitive skills but also affective and conative engagement. Through a combination of focus group interviews and analysis of laboratory discourse, the article presents a taxonomy of conation in laboratory-related epistemic practices, including motivational factors, goal orientation, volitional and regulatory strategies, and grit. The findings suggest that conation is a neglected but crucial aspect of learning in the laboratory, which has implications for curriculum development, instruction, and assessment in higher science education. It is argued that science education research should move beyond a focus on individual perseverance to include the social and epistemic dimensions of doing science, which are essential for understanding student learning and experiences in the laboratory.",
author = "Agustian, {Hendra Y.} and Bente Gammelgaard and Rangkuti, {Muhammad Aswin} and Ryberg, {Marie L.}",
year = "2024",
month = mar,
language = "English",
journal = "Science & Education",
issn = "0926-7220",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - Striving to learn to do good science

T2 - Epistemic conation in the chemistry laboratory

AU - Agustian, Hendra Y.

AU - Gammelgaard, Bente

AU - Rangkuti, Muhammad Aswin

AU - Ryberg, Marie L.

PY - 2024/3

Y1 - 2024/3

N2 - This study examines how epistemic conation manifests during co-construction of knowledge in the laboratory, where students engage in scientific practices that require not only cognitive skills but also affective and conative engagement. Through a combination of focus group interviews and analysis of laboratory discourse, the article presents a taxonomy of conation in laboratory-related epistemic practices, including motivational factors, goal orientation, volitional and regulatory strategies, and grit. The findings suggest that conation is a neglected but crucial aspect of learning in the laboratory, which has implications for curriculum development, instruction, and assessment in higher science education. It is argued that science education research should move beyond a focus on individual perseverance to include the social and epistemic dimensions of doing science, which are essential for understanding student learning and experiences in the laboratory.

AB - This study examines how epistemic conation manifests during co-construction of knowledge in the laboratory, where students engage in scientific practices that require not only cognitive skills but also affective and conative engagement. Through a combination of focus group interviews and analysis of laboratory discourse, the article presents a taxonomy of conation in laboratory-related epistemic practices, including motivational factors, goal orientation, volitional and regulatory strategies, and grit. The findings suggest that conation is a neglected but crucial aspect of learning in the laboratory, which has implications for curriculum development, instruction, and assessment in higher science education. It is argued that science education research should move beyond a focus on individual perseverance to include the social and epistemic dimensions of doing science, which are essential for understanding student learning and experiences in the laboratory.

M3 - Journal article

JO - Science & Education

JF - Science & Education

SN - 0926-7220

ER -

ID: 343237488