Learning Culture and Social Interaction最新文献

Cultural knowledge of students for primary school teachers: A scoping review 小学教师的学生文化知识：范围检讨

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-07-28 DOI: 10.1016/j.lcsi.2025.100926

Dorien Petri , Margreet Luinge , Klaas van Veen , Annelies Kassenberg , Eddie Denessen

引用次数: 0

The importance of ‘workarounds’ in simulation training – A case study of a first responder mass casualty incident MR simulation 模拟训练中“变通方法”的重要性——大规模伤亡事件MR模拟第一响应者案例研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-07-26 DOI: 10.1016/j.lcsi.2025.100924

David Sjöberg , Oscar Rantatalo , Rebecca Baxter , Lina Gyllencreutz

{"title":"The importance of ‘workarounds’ in simulation training – A case study of a first responder mass casualty incident MR simulation","authors":"David Sjöberg , Oscar Rantatalo , Rebecca Baxter , Lina Gyllencreutz","doi":"10.1016/j.lcsi.2025.100924","DOIUrl":"10.1016/j.lcsi.2025.100924","url":null,"abstract":"<div><div>This study examines a Mixed Reality (MR) simulation aiming to train first responders for mass casualty incidents (MCIs). The focus is on how trainees and instructors use workarounds to address uncertainties, and technical glitches during the simulation. Advancements in MR offer new approaches to MCI training, either replacing or complementing traditional methods. Using observations, audio and video recordings, and interviews, we analysed interactions through Goffman's concepts of ‘frame,’ ‘footing,’ and ‘rules of irrelevance. Findings show that participants in this MR simulation use a range of workarounds, to deal with glitches that arise in the training system and uphold the simulation, bridging gaps between real-world tasks and the MR simulation. Workarounds can be understood through the participants' framings of the situation, and how they shifted footings and frames. Findings demonstrated the importance of considering which representation from real-world work practices needs to be included in the simulation to ensure workarounds do not hinder the intended learning objectives. To mitigate this risk, organisers, instructors, and trainees must develop and deepen their competencies and understanding of the pedagogical underpinnings of simulation practice. These insights underscore the importance of viewing MR simulations as distinct practices with their own logic and conditions.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100924"},"PeriodicalIF":2.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘It opened a new teaching space for me’: Transforming higher education practice through digital education “它为我打开了一个新的教学空间”：通过数字教育改变高等教育实践

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-07-10 DOI: 10.1016/j.lcsi.2025.100922

Jelena Popov , Magda Pischetola , Giacomo Poderi , Jeppe Kilberg Møller

{"title":"‘It opened a new teaching space for me’: Transforming higher education practice through digital education","authors":"Jelena Popov , Magda Pischetola , Giacomo Poderi , Jeppe Kilberg Møller","doi":"10.1016/j.lcsi.2025.100922","DOIUrl":"10.1016/j.lcsi.2025.100922","url":null,"abstract":"<div><div>In-service teachers' professional development (PD) courses on digital education tend to be based on a restrictive idea of ‘knowledge transfer’ presupposing an application of course content into practice through a top-down and linear approach. In this paper, we adopt a broader conceptual perspective to examine the learning outcomes of an online/hybrid PD course developed through a design-based research project between 2020 and 2023 and attended by 98 participants from four Higher Education institutions in Denmark. We draw on the cultural-historical activity theory concepts of ‘recontextualisation’ and ‘construction/instantiation’ of the object of activity to analyse interviews with course participants (<em>n</em> = 15). The main findings reveal how the teachers engaged with the resources they encountered in the course to reshape their teaching practices by personalising these resources and adapting them to situated concerns. We identified three types of resources (knowledge, tools, and networks) that the teachers <em>recontextualised</em> to achieve transformation of their practices. This transformation happened in two ways: by reconstructing and remediating problem spaces in teaching, and by bringing about concrete solutions to both existing and newly formulated challenges. In this process, peer feedback and collective discussions were essential elements of the teachers' learning process. In conclusion we discuss the broader relevance of our findings for designing and evaluating online and hybrid digital education PD courses.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100922"},"PeriodicalIF":2.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting active student participation in secondary schools with the ASPIRE intervention 透过ASPIRE计划，促进中学生积极参与中学活动

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-07-05 DOI: 10.1016/j.lcsi.2025.100921

Sara Berti, Valentina Grazia, Maddalena Vavassori, Luisa Molinari

{"title":"Promoting active student participation in secondary schools with the ASPIRE intervention","authors":"Sara Berti, Valentina Grazia, Maddalena Vavassori, Luisa Molinari","doi":"10.1016/j.lcsi.2025.100921","DOIUrl":"10.1016/j.lcsi.2025.100921","url":null,"abstract":"<div><div>Educational research consistently emphasizes the importance of creating favorable conditions for students to be active participants in their school life. However, evidence of interventions aimed at achieving this major educational goal is scarce. This work presents an overview of the first implementation of the ASPIRE (Active Student Participation to Improve the leaRning Environment) program, a whole-school intervention designed to enhance active student participation (ASP) in secondary schools. The program aims to actively engage students in a process based on reflective discussions and role-playing activities. In this paper, we describe the ASPIRE program and present the results of its implementation in eight 10th grade classes of two high schools located in Northern Italy, based on qualitative data. Focusing on students' voices concerning school climate improvement, the results underline the problems students felt as most pressing in their school life, the strategies they found for solving their problems and the challenges they expected to encounter. The role-playing process emerged as a particularly effective tool, helping students to strengthen interpersonal communication skills for exerting ASP in school. The feasibility and power of ASPIRE in the promotion of ASP are discussed in the light of the program's implications for research and practice.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100921"},"PeriodicalIF":2.0,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities 实现与调解：使残疾儿童能够在集体具体化活动中表达和互动

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-07-03 DOI: 10.1016/j.lcsi.2025.100919

Morgan Vickery, Joshua Danish

{"title":"Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities","authors":"Morgan Vickery, Joshua Danish","doi":"10.1016/j.lcsi.2025.100919","DOIUrl":"10.1016/j.lcsi.2025.100919","url":null,"abstract":"<div><div>This study examines the design, implementation, and iterative refinement of a technology-facilitated embodied learning environment within Camp Expression, a reverse-inclusion summer camp for elementary-aged children with moderate-to-severe disabilities impacting communication. Drawing on sociocultural and critical disability perspectives, we identify how a series of embodied activity designs posed key barriers to campers' participation, including challenges related to abstraction between virtual and physical spaces, supporting campers' navigation of control, routine, and choice, and difficulties in fostering peer collaboration. Utilizing participatory co-design methodologies and insights from paraprofessional expertise, we rapidly and iteratively re-mediated our activity designs to serve the camp mission of fostering creative expression and opportunities for prosocial inter-camper interactions. Findings highlight how iterative co-design practices enabled rapid-iterative changes to the technology, environment, and facilitation of these activities to reduce disabling barriers to participation, be responsive to campers' needs and desires, and ultimately cultivate opportunities for more meaningful and rich expression and interaction. This work contributes to the learning sciences by demonstrating how designers of technology-facilitated embodied learning environments might center critiques and alterations around that which can (and should) be changed - the design without coming at the cost of learner dignity.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100919"},"PeriodicalIF":2.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten 疏离谈话的行为：幼儿园同伴谈话和幼儿-教师谈话的脱语境化

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-05-21 DOI: 10.1016/j.lcsi.2025.100909

Sara Zadunaisky Ehrlich

{"title":"Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten","authors":"Sara Zadunaisky Ehrlich","doi":"10.1016/j.lcsi.2025.100909","DOIUrl":"10.1016/j.lcsi.2025.100909","url":null,"abstract":"<div><div>This study investigates how language is distanced from the immediate context in two interactional settings among kindergarten-aged children. Distancing acts involve shifts from concrete, immediate experiences to abstract discourse, using nominalizations and encompassing elements of decontextualized language such as metalinguistic talk. The study integrates ethnographic fieldwork and conversation analysis transcription methods. The dataset consists of recordings of two groups of 15 kindergarten children in secular education in Israel. The findings demonstrate that peer and teacher-child talk depict distancing and decontextualized language use. However, the function and mediation of distancing differ. In children-teacher talk, language is often examined as a goal in itself, with external framing such as the teacher's scaffolding and explicit questioning, promoting distanced language use. In peer talk, distancing is internally framed and naturally emerges, serving interpersonal and relational functions within the peer group. These findings suggest that both conversational contexts serve as complementary “opportunity spaces” (<span><span>Blum-Kulka, 2005</span></span>), and contribute to children's ability to engage in distancing acts, with each setting providing distinct and complementary opportunities. The study highlights that emergence of decontextualized language is not a binary skill but a gradual, context-sensitive process. It introduces the concept of “acts of distancing” as integral to the broader developmental trajectory of language decontextualization which becomes increasingly detached from immediate contexts through interaction shaped by the conversational partners.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100909"},"PeriodicalIF":2.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the collective agency of postgraduate students in an academic study group: A social network perspective 学术学习小组中研究生集体代理研究：社会网络视角

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-05-08 DOI: 10.1016/j.lcsi.2025.100908

Xiaodan Zhang , Yu Zhang

{"title":"Exploring the collective agency of postgraduate students in an academic study group: A social network perspective","authors":"Xiaodan Zhang , Yu Zhang","doi":"10.1016/j.lcsi.2025.100908","DOIUrl":"10.1016/j.lcsi.2025.100908","url":null,"abstract":"<div><div>The pivotal role of agency in learning has been widely acknowledged. Whether learners can actively utilize social and cultural resources to facilitate the learning process is of great importance, particularly in the development of academic competence. However, scant attention has been paid to unveiling the social dimension of agency and thus the concept of collective agency. To fill this gap, the current study employed a social network analysis (SNA) approach, which centers on social relationships manifested in social interactions to explore the emergence and advancement of collective agency in an academic study group of postgraduate students at a Chinese university. We collected data on students' social interactions through questionnaires and qualitative interviews. The findings reveal that the participants were engaged in multi-layered interactions embedded in instrumental, expressive, and projective social relationships. These relationships served as affordances for them to make agentic choices and actions collectively, which significantly enhanced their academic growth. Finally, we propose a multi-layered model to better understand the fluctuations of collective agency, with a specific focus on the distinctive Chinese group learning style. The findings contribute to awareness of the role of social interactions in fostering collective agency during the pursuit of academic excellence.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"52 ","pages":"Article 100908"},"PeriodicalIF":2.0,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intercultural learning and mutual adaptation through social interaction: Perspectives from Malaysian hosts and Korean international students 社会互动中的跨文化学习与相互适应：来自马来西亚东道主与韩国留学生的视角

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-04-24 DOI: 10.1016/j.lcsi.2025.100907

Siak Bie Soh , Melissa Ling Lee Wong , Shin Pyng Wong

{"title":"Intercultural learning and mutual adaptation through social interaction: Perspectives from Malaysian hosts and Korean international students","authors":"Siak Bie Soh , Melissa Ling Lee Wong , Shin Pyng Wong","doi":"10.1016/j.lcsi.2025.100907","DOIUrl":"10.1016/j.lcsi.2025.100907","url":null,"abstract":"<div><div>This study examines learning and adaptation in a short-term intercultural mobility programme in Malaysia from a non-Western perspective, focusing on Malaysian hosts and Korean international students. Qualitative analysis of interviews and group observations reveals that participants developed cultural knowledge, perceived positive personal qualities, engaged in intercultural socialisation through technology-mediated communication and navigated intra-group collectivist barriers in host-international student interactions. Findings extend Kim's cross-cultural adaptation theory and Wenger's Social Learning Theory by emphasising the dynamic, iterative nature of intercultural adaptation, where both host and international students engage in reciprocal, co-constructed learning. The study challenges the conventional focus on visitor adaptation and highlights how hosts in the dominant culture also acculturate, leading to a more mutual negotiation of cultural norms. These insights offer practical implications for higher education policies and practices, particularly in short-term mobility programs, to foster inclusive, dynamic intercultural learning that enhances meaningful cross-cultural interactions.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"52 ","pages":"Article 100907"},"PeriodicalIF":2.0,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems 在一部关于塑料污染的过程剧中穿越时间——关于邪恶问题复杂性的教学中的时间性

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-04-15 DOI: 10.1016/j.lcsi.2025.100906

Kerstin Danckwardt-Lillieström, Maria Andrée, Carl-Johan Rundgren

{"title":"Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems","authors":"Kerstin Danckwardt-Lillieström, Maria Andrée, Carl-Johan Rundgren","doi":"10.1016/j.lcsi.2025.100906","DOIUrl":"10.1016/j.lcsi.2025.100906","url":null,"abstract":"<div><div>The understanding of sustainability issues and preparedness to take action towards a sustainable future involves abilities to navigate between past, present, and future. This paper explores how the use of imaginary transitions in time – in the form of <em>historying</em>, and <em>futuring</em> in process drama – may afford student understanding of the wicked problem of plastics. The study draws on a design-based research study on process drama in upper-secondary school chemistry teaching which was conducted in collaboration with two teachers. During the process drama, the students and teachers travel in time to explore the uses of plastic; the motives and needs for using plastic as well as the consequences of plastic use in the form of plastic pollution today and in the future. The collected data consist of video- and audio recordings, which were analysed through qualitative content analysis that discerned how the students connected the temporalities, and which dimensions of the plastic problem were made visible in the temporal movements in the process drama. Our findings indicate that the temporal transitions made visible several dimensions of the plastic issue, and contributed to adding layers of complexity to the issue of plastics.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"52 ","pages":"Article 100906"},"PeriodicalIF":2.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revealing student processes in a mathematics classroom: An in-depth instrumental case study 揭示数学课堂中的学生学习过程：深入工具性案例研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-04-03 DOI: 10.1016/j.lcsi.2025.100905

Ali Bicer , Fay Quiroz , Tugce Aldemir

引用次数: 0