Supporting Student Voice in Science Classrooms: The Limits of Psychosocial Approaches and the Importance of Sociocultural and Critical Perspectives on Student Agency
In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives. We present both contemporary studies of student agency in educational psychology and the work of scholars who study students’ student agency with attention to the cultural, economic, political, and historical forces shaping agentic behaviors in schools.
In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives.