Zimmerman, H. T., & Weible, J. L. (2018). Epistemic agency in an environmental sciences watershed investigation fostered by digital photography. International Journal of Science Education. https://doi.org/10.1080/09500693.2018.1455115

Summary
This article examines how digital photography supports the development of epistemic agency among high school students participating in a three-week environmental sciences watershed investigation. The authors investigate two groups of students who used digital photography to document their data collection and environmental monitoring processes. The study demonstrates that photography can enhance students’ confidence and competence as scientific knowledge-builders. Notably, Zimmerman and Weible extend the theoretical framework of epistemic agency by identifying two additional subcomponents: the regulation of group actions during scientific inquiry and the documentation of students as epistemic agents. The research suggests that digital photography is a valuable resource for promoting inquiry-based practices and for affirming students’ roles as contributors.

Evaluation
The study utilizes a qualitative collective case study approach, drawing on video recordings, student-generated artifacts, and online wiki posts to triangulate its findings, which strengthens the study’s validity. The detailed analysis of student interactions provides insights into how digital photography facilitates scientific learning. However, the sample size is relatively small (n=19), which may limit the generalizability of the results. Despite this limitation, the authors present a thorough analysis, effectively using excerpts and visual data to substantiate their claims. The study’s engagement with existing scholarship is strong, and its theoretical contributions, especially the expansion of epistemic agency, are significant.

Reflection on Applicability to Digital Curriculum for Autistic Youth
The implications of this research are relevant for the design of digital curricula intended for autistic youth. Digital photography offers an accessible and strengths-based medium for students who thrive in visual learning environments, providing alternative avenues for expression and documentation. The study’s focus on fostering epistemic agency resonates with the goal of empowering autistic learners to take ownership of their educational experiences. Furthermore, the collaborative and digital aspects highlighted by Zimmerman and Weible can be adapted to support inclusive, engaging learning environments that address the diverse needs of autistic students, enhancing both participation and social interaction.