Diverse epistemic participation profiles in socially established explaining practices

Abstract

International audienceSame classroom, same learning opportunity? Although learning to explain takes place while participating in the classroom micro­culture’s practices of explaining, this interactionist conceptualization must be widened in order to account for students’ diversity. For analysing not only quantitative, but also qualitative differences between students’ participation in explaining practices, we present the construct ‘epistemic participation profile’ and illustrate how it allows to account for the diversity within a classroom