Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 4 RE: Chapter 24
student agencysubjectificationstudent freedomrelational autonomyeducational responsibilityqualificationsocialisationlearner subjectivityJournal article Evidence summaryAt a glance
Lee examines student freedom and agency through subjectification: becoming a person who can respond as a unique subject rather than merely acquire competencies or exercise consumer choice. Policy often celebrates agency as the capacity to set goals, act strategically, and shape learning.
Key ideas
Lee argues that this can reduce freedom to measurable self-management, achievement, or choice among options structured by institutions. Drawing on educational philosophy, the article distinguishes acting from existing as a subject who encounters limits, other people, resistance, and responsibility. Freedom is relational and uncertain; it includes interrupting one’s desires and responding to what or whom is encountered. Education cannot manufacture subjectivity as a predictable outcome, but teachers can create spaces where students meet the world, speak, act, and bear consequences without being abandoned to themselves.
Why it matters
The argument is philosophical rather than an empirical test of agency interventions. Its practical challenge is to balance qualification and socialisation with opportunities for students to appear as subjects, avoiding both controlling instruction and an individualistic rhetoric that makes learners solely responsible for navigating conditions they did not choose.
-
- Vol 2 RE: Chapter 6, App D, App F
active knowledge constructionprior conceptionsmetacognitioncognitive conflictinquiry-oriented teachingstudent agencyemotional engagementcreative thinkingBook Evidence summaryAt a glance
Lonka presents learning as an active, emotionally charged process in which insight emerges when prior knowledge, curiosity, motivation, collaboration, and reflection are coordinated. Drawing on educational psychology, she explains memory, conceptions, metacognition, interest, emotion, creativity, and social interaction, then connects them to activating and inquiry-oriented teaching.
Key ideas
Learners do not simply receive information: they interpret it through existing beliefs, construct and revise explanations, test ideas, and regulate effort. Productive teaching therefore surfaces prior conceptions, poses meaningful problems, creates cognitive conflict without overwhelming students, and provides feedback and support for reflection. Stories, cases, phenomena, and collaborative tasks can stimulate curiosity, while technology is valuable when it expands inquiry, participation, and knowledge construction rather than digitizing passive transmission. The book also attends to wellbeing and the reciprocal influence of emotion and cognition.
Why it matters
Its practical message is that durable learning combines disciplined knowledge building with wonder, agency, and creativity, and that teachers should design environments in which students can become aware of and increasingly regulate their own learning.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway