Epistemic Agency Across Disciplines: Shared Commitments and Challenges in Science and History Education

Student-driven inquiry has long represented a central goal in both history and science education, and the two subject areas despite substantive differences, conceptualize inquiry in similar ways.Still, classrooms abound with missed opportunities.We argue that missed opportunities for inquiry reflect a deeper challenge for teachers and teacher educators related to how they conceptualize students' epistemic agency.In this unique conceptual paper, we look across our fields of history and science education research to better understand how each field has considered students' epistemic agency.We look across fields to identify common features and points of convergence.We conclude with challenges and recommendations for teacher educators and teachers. Epistemic agency and classroom discourseIn reviewing how the fields of history and science education consider students' epistemic agency, we narrow our focus to the literature on classroom discourse for three primary reasons.Classroom discourse affords