Learning Culture and Social Interaction最新文献_第10页

Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education 跨学科的建构与制定:文科与理科教育的扎根理论个案研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100716

Xin Ming , Miles MacLeod , Jan van der Veen

{"title":"Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education","authors":"Xin Ming , Miles MacLeod , Jan van der Veen","doi":"10.1016/j.lcsi.2023.100716","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100716","url":null,"abstract":"<div><p>This article explores how interdisciplinarity is constructed and enacted in a Liberal Arts and Sciences (LAS) educational environment, when self-tailored personal academic development is intertwined with collaborative group work involving various disciplinary input. A case study taking a grounded theory approach analyzed how interdisciplinarity emerged from collaborative groupwork dynamics in which students' academic identities manifest and interact. Academic identity in LAS contexts is complex: Individuals' disciplinary identities intersect with a generic program-bound identity shared by all students. Disciplinary identity was not only unique for each student, but also showed diverse configurations among the LAS population, as revealed in three disciplinary profiles: disciplinary specialists, topic experts, and identity explorers. Interdisciplinarity, accordingly, has different meanings and entails different journeys of academic growth. The interplay between and among the intersectional academic identities constitutes different groupwork dynamics and leads to different learning experiences. Comparing three patterns of groupwork experience—non-disciplinary, monodisciplinary and interdisciplinary—the article argues for two key concepts crucial for experiencing interdisciplinarity: disciplinary enablement and disciplinary transaction. To make sense of interdisciplinarity in LAS contexts, the article further looks into tensions perceived by students regarding specific groupwork as well as long-term academic development. The tensions reflect two dimensions of knowledge and knowledge work that both LAS students and LAS education in general need to reconcile, namely, specification and specialization versus generalization and integration.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100716"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49888295","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

The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts 不同支架技术对雅思考生写作焦虑的影响：从认知到事实

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100715

Hamed Abbasi Mojdehi, Abbas Ali Zarei

{"title":"The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts","authors":"Hamed Abbasi Mojdehi, Abbas Ali Zarei","doi":"10.1016/j.lcsi.2023.100715","DOIUrl":"10.1016/j.lcsi.2023.100715","url":null,"abstract":"<div><p>Writing anxiety is effective on writing performance. Although anxiety is not always an obstacle, controlling its probable damages can facilitate the learning process. The present study investigated the effects of peer, reciprocal, and distributed scaffolding on English as Foreign Language (EFL) learners' anxiety level. 120 IELTS candidates were randomly selected in an IELTS center in Iran. Prior to the course, the participants were interviewed about their perceptions toward anxiety and the ways to reduce it. Then, the participants were randomly placed in one control group and three experimental groups. In each of the experimental groups, one of the aforementioned scaffolding techniques was practiced by a trained IELTS teacher. The Second Language Writing Anxiety Inventory (SLWAI) was administered before and after the treatment, and the results were analyzed using Analysis of Covariance. The findings showed that only the reciprocal scaffolding group had a significant difference with the control group. Also, the use of reciprocal scaffolding had a significant effect only on cognitive anxiety. The qualitative analysis showed a general misperception and a pessimistic view toward the employment of reciprocal and peer scaffolding by the participants. These findings can have implications for all the stake-holders in language learning; especially IELTS test takers, teachers, and language institutes.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100715"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42754105","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

Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings 考虑在教育环境中采用身份基金方法作为实现认识正义的工具

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100718

Adriana Alvarez , Leah Peña Teeters , William R. Penuel , Moisès Esteban-Guitart

{"title":"Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings","authors":"Adriana Alvarez , Leah Peña Teeters , William R. Penuel , Moisès Esteban-Guitart","doi":"10.1016/j.lcsi.2023.100718","DOIUrl":"10.1016/j.lcsi.2023.100718","url":null,"abstract":"<div><p>This conceptual article argues that not only are agency and imagination key concepts in the funds of identity work, but that they are a compelling vehicle toward epistemic justice through envisioned futures. We summarize sociocultural perspectives of imagination and agency as emerging processes within a funds of identity approach and make visible the ways these evolved into future visions of epistemic justice. We illustrate three cases that engaged participants' funds of identity through creative mediating strategies that exemplify and characterize these connections in practice across different educational settings and participants. The funds of identity approaches used in each case were intentional in fostering imagination and agency to envision more equitable and alternative future possibilities. We conclude by presenting five considerations to facilitate engaging a funds of identity approach toward epistemic justice in educational contexts. These considerations are: 1) use mediational devices to support engaging imagination, agency, and aspirational funds of identity, 2) create spaces of trust and safety, 3) examine history and power within the context, 4) be open to exploring dark and invisible funds of identity, and 5) support educators in linking curriculum to student funds of identity.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100718"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348333","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: 2

Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus? 以共识为导向的课堂中同伴谈话的模式:审慎辩论还是急于达成共识?

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100703

Andreas Reichelt Lind, Emilia Andersson-Bakken, Margareth Sandvik

{"title":"Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?","authors":"Andreas Reichelt Lind, Emilia Andersson-Bakken, Margareth Sandvik","doi":"10.1016/j.lcsi.2023.100703","DOIUrl":"10.1016/j.lcsi.2023.100703","url":null,"abstract":"<div><p>In this study, we investigate peer talk in consensus-oriented first-grade classrooms. Earlier research has shown that the quality of argumentation improves when students argue to agree, because it steers the students toward patterns of argumentation that support the exploration and elaboration of perspectives that is typical of deliberative argumentation. Using multi-modal argumentation analysis, we identify four patterns in the peer talk. First, the students invoked consensus when the conversation developed in a direction that was not in accordance with their understanding of the task instructions. Second, the students tended to delegate the authority to decide what the group will answer. Third, the students searched for the lowest common denominator, looking for a common element in their individual answers. Fourth, the students put the decision to a vote, going with the majority and ignoring the perspectives of the minority. We argue that these patterns illustrate a general tendency for the students to rush toward a conclusion. Accordingly, we argue that younger students need a more explicit instructional design by the teacher to support exploration and elaboration of different perspectives.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100703"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43368024","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

Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education 跨学科的建构与制定:文科与理科教育的扎根理论个案研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100716

Xin Ming, M. MacLeod, Jan van der Veen

引用次数: 0

Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving 面对面和在线学习环境中结构不良问题解决中元认知调节和社会共享元认知调节的比较

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-04-01 DOI: 10.1016/j.lcsi.2022.100684

Mari Ader, Sabrine Hassane, Jan van Bruggen, Marjan Vermeulen

{"title":"Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving","authors":"Mari Ader, Sabrine Hassane, Jan van Bruggen, Marjan Vermeulen","doi":"10.1016/j.lcsi.2022.100684","DOIUrl":"10.1016/j.lcsi.2022.100684","url":null,"abstract":"<div><p>For collaborative groups to succeed, problem solvers need to agree on what the problem is and how to solve it. In ill-structured problems, the problem solvers switch back and forth between redefining the problem and generating solutions. This lack of parameters and structure implies that solving ill-structured problems is a complicated process, which can present problems in several different phases of problem solving. Efficient metacognitive regulation (MR) and socially shared metacognitive regulation (SSMR) skills benefit ill-structured problem solving. Online environments often lack the necessary social dimension to foster MR and SSMR. In the current article we report on a natural experiment caused by COVID-19 which forced a classroom-based workshop into an online version, thus contrasting face-to-face and audio-synchronous online learning setting in an Educational Sciences course of the Open University of the Netherlands. The student groups were presented with an ill-structured problem during which MR and SSMR processes were analyzed. We found that groups from the online setting demonstrated more MR processes than the face-to-face groups whereas the face-to-face groups engaged in more SSMR than the online groups.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"39 ","pages":"Article 100684"},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44850685","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: 1

Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances 促进教师教育和专业发展的视频研究:本体论、方法论和认识论进展述评

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-04-01 DOI: 10.1016/j.lcsi.2023.100701

Alexander Gröschner

引用次数: 2

Understanding the moral of the story: Collaborative interpretation of visual narratives 理解故事的寓意：视觉叙事的协同解读

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-04-01 DOI: 10.1016/j.lcsi.2023.100700

Michael J. Baker , Gwen Pallarès , Talli Cedar , Noa Brandel , Lucas Bietti , Baruch Schwarz , Françoise Détienne

引用次数: 0

Corrigendum to “Together with my playmates: Preschoolers' peer relationships and interactions in small group settings” [Learn. Cult. Soc. Interact., Volume 30, Part A, September 2021/100531] 更正“与我的玩伴一起：学龄前儿童在小组环境中的同伴关系和互动”[学习.Cult.Soc.Interact.，第30卷，A部分，2021年9月/100531]

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-04-01 DOI: 10.1016/j.lcsi.2023.100696

Y.-L. Wang , A. Kajamies , T.-R. Hurme , T. Palonen

引用次数: 0

Piaget, Vygotsky and young people's argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone” 皮亚杰、维果茨基与年轻人的论证:“一起”与“单独”推理的社会认知层面与挑战

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-04-01 DOI: 10.1016/j.lcsi.2023.100698

Chrysi Rapanta

{"title":"Piaget, Vygotsky and young people's argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone”","authors":"Chrysi Rapanta","doi":"10.1016/j.lcsi.2023.100698","DOIUrl":"10.1016/j.lcsi.2023.100698","url":null,"abstract":"<div><p>Educational and psychological research on argumentative interactions has identified several challenges in young people's argumentation, as well as early manifestations of some (hybrid) reasoning mechanisms that children and adolescents are able to put into service when necessary. The purpose of this short article/commentary is to inquire into some of these mechanisms, as presented in the articles published in the special issue “Interpersonal argument”, through: (a) framing them from a psychopedagogical perspective; and (b) questioning whether they represent genuine participation in argumentation dialogues or just some isolated manifestations of skills that may lead or not to such participation. It is argued that participation in genuine argumentation requires the sharing of a mutual dialogical goal among participants, and such sharing requires some degree of intersubjectivity, not available in the early years of life. It is also argued that group work is not a guarantee for having sophisticated argumentation among peers, as it requires a high degree of collaboration, which does not always and spontaneously emerge. Therefore, collaborative work may be considered more as a design principle rather than an outcome of engaging in interpersonal argument. Lastly, the challenge of arguing with a virtual rather than a physical other is also discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"39 ","pages":"Article 100698"},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44922252","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: 1