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

Abstract

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.