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

The situated nature of dialogic interactions: Children's talk across different tasks 对话互动的情境性：儿童在不同任务中的对话

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100728

Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez, Flora Hernández-Carrillo

{"title":"The situated nature of dialogic interactions: Children's talk across different tasks","authors":"Sylvia Rojas-Drummond, Ana Luisa Rubio-Jimenez, Flora Hernández-Carrillo","doi":"10.1016/j.lcsi.2023.100728","DOIUrl":"10.1016/j.lcsi.2023.100728","url":null,"abstract":"<div><p>This paper analysed the situated nature of dialogic interactions by comparing primary-school children's communicative patterns when solving two divergent literacy tasks versus a convergent logical-reasoning task. Peer interactions were analysed using a compact version of the CAM-UNAM Scheme for Educational Dialogue Analysis (SEDA), which qualifies dialogic interactions. Compact-SEDA allowed systematic, fine-grained analyses of children's conversations when addressing each task. We related children's communicative patterns to dialogic interaction styles previously identified as productive for learning, namely ‘co-constructive’ and ‘exploratory’. Results showed that children subtly adapted their discussions to the knowledge domain and nature of the task. For the divergent tasks, children created meaning jointly by elaborating, chaining, and gradually transforming their own and each other's ideas, negotiating perspectives and seeking agreements. This pattern reflects a ‘co-constructive’ interaction style. In contrast, for the convergent task, children reasoned together, positioned themselves in the dialogue by agreeing or disagreeing with each other's ideas, and supported their positions by making their reasoning explicit through arguments and counter-arguments. This pattern reflects an ‘exploratory’ interaction style. Results confirm and expand findings from previous studies on peer communication patterns associated with the nature of the task, using more comprehensive, refined and objective analytical tools than previously employed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100728"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48446101","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

Interpersonal touch in guided walking: Socialization to be pedestrians in Japan 导行中的人际接触:日本的步行者社会化

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100732

Matthew Burdelski

引用次数: 0

“Don't touch”: Negotiating the boundaries of acceptable touching in classrooms “不要触摸”：协商课堂上可接受触摸的界限

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100730

Ulla Karvonen , Sara Routarinne , Liisa Tainio

{"title":"“Don't touch”: Negotiating the boundaries of acceptable touching in classrooms","authors":"Ulla Karvonen , Sara Routarinne , Liisa Tainio","doi":"10.1016/j.lcsi.2023.100730","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100730","url":null,"abstract":"<div><p>In peer interactions within educational settings, students touch each other to display affection, to build a sense of togetherness and to manage each other's participation. On the other hand, embodied acts between students can also be physically forceful, embarrassing, or feel uncomfortable. While certain touch types such as caressing, stroking and tapping are typically associated with displays of affection, all touches are situated, and participants locally negotiate their meanings, functions, and appropriateness. In this article, we examine how boundaries of acceptable touch and rights to touch others are locally negotiated in the classrooms. We analyze three episodes in which the touch-recipient or a bystanding teacher rejected an affectionate student-to-student touch, and the rejection included a verbal description that portrayed the touch as a violation, thus assigning a moral meaning to the tactile act. The data for the study consists of video-recorded classroom interaction, and multimodal conversation analysis is used as the method for analyzing the data. Our analysis shows that in these episodes, two kinds of moral orders were invoked: a more universal one that demands respect for a person's bodily integrity and an institutional one that demands students to maintain an orderly classroom by refraining from disturbing the other's engagement in pedagogical activities.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100730"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197489","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

Touch in learning interactions with autistic children: Socialising attention and engagement 接触与自闭症儿童的学习互动:社会化注意力和参与

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100731

Vivien Heller

{"title":"Touch in learning interactions with autistic children: Socialising attention and engagement","authors":"Vivien Heller","doi":"10.1016/j.lcsi.2023.100731","DOIUrl":"10.1016/j.lcsi.2023.100731","url":null,"abstract":"<div><p>Learning is fundamentally based on the participants' mutual attention, and this attention is accomplished through bodily alignment and observable displays of engagement. Various forms of disengagement are common in educational settings, especially in inclusive classrooms. Drawing on multimodal interaction analysis, the present study explores the role of interpersonal touch as a crucial component of adults' multimodal attempts to re-involve a boy with Asperger's syndrome in instructional activities, focusing on situations associated with frustration and distress. Based on video recordings of instructional activities, the analytical focus is on (i) how the autistic child, through verbal and bodily means, signals the state of his engagement, (ii) how adults use touch together with other resources to re-involve the child, and (iii) how the child responds to touch. By showing how touch is adapted to the child's haptic preferences and used to (re)establish readiness to engage in instructional activities after moments of distress, the study outlines some of the embodied practices relevant to socialising students with ASD into morally accountable ways of participating in everyday learning situations. By observing the child's responses to touch, the study documents not only autistic children's active role in socialisation, but also their competence in accounting for their behaviour.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100731"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43152453","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

Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching 教师概念错误的自我纠正：幼儿教育教学中的虚构与认识论立场的转变

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100719

Johanna Frejd , Niklas Pramling

{"title":"Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching","authors":"Johanna Frejd , Niklas Pramling","doi":"10.1016/j.lcsi.2023.100719","DOIUrl":"10.1016/j.lcsi.2023.100719","url":null,"abstract":"<div><p>Teachers making errors in explanation that require subsequent self-correction is presumably common in education. However, it may be difficult to capture in research. In this study, teacher self-correction in the context of early childhood science education within a fictive frame was captured on video when documenting science activities over a prolonged time. How the teachers address the error they discover in their teaching and work in correcting it in subsequent activities are analyzed. The error identified and addressed concerns the distinction between a tornado and a dust devil (dust vortex). The empirical data consist of video recordings of teachers-children interaction in Swedish preschool. The participating children are 4 to 5 years old. The findings clarify how the teachers in addressing and correcting the conceptual error uses different semiotic means, with a particular emphasis on the coordination of gesturing and verbal explication when contrasting and explaining the different phenomena. The analysis also clarifies how the fictive character employed leads to a shift in epistemic status of the teachers to becoming co-learners with the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100719"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47964292","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

Students' discourses on interprofessional collaboration in the context of Finnish early childhood education 芬兰幼儿教育背景下的学生跨专业合作话语

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100736

Sanni Kahila, Tiina Kuutti, Johanna Heikka, Nina Sajaniemi

{"title":"Students' discourses on interprofessional collaboration in the context of Finnish early childhood education","authors":"Sanni Kahila, Tiina Kuutti, Johanna Heikka, Nina Sajaniemi","doi":"10.1016/j.lcsi.2023.100736","DOIUrl":"10.1016/j.lcsi.2023.100736","url":null,"abstract":"<div><p>Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting focus group interviews (n = 17) for ECE teacher students (n = 20) and social pedagogue students (n = 9) as well as childcare students (n = 12). As a result, six discourses of interprofessional collaboration were identified: interprofessional collaboration as a prerequisite, secondary asset, unclear, causing inequality, impossibility, as well as a need for improvement. The discourses of expertise and competence, in turn, considered education-specific areas, differentiated pedagogical expertise and competence, and theory versus practice. The results reflect how ECE students create their understanding about their future profession surrounded by contradictory discourses. The study provides perspectives that can be utilised by working life and education programmes to support ECE professionals' professional development and improve the interprofessional collaboration in ECE teams.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100736"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49646418","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 integration of different approaches to study the interpersonal dynamics of argumentation 整合不同的方法来研究人际辩论的动态

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100735

Antonio Bova , Francesco Arcidiacono

引用次数: 0

Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge 基于视频的高等教育思维导图——基于设计的职前教师共享知识共建研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100720

Charlotte Beal, Magnus Hontvedt

{"title":"Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge","authors":"Charlotte Beal, Magnus Hontvedt","doi":"10.1016/j.lcsi.2023.100720","DOIUrl":"10.1016/j.lcsi.2023.100720","url":null,"abstract":"<div><p>In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100720"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357071","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

Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study 用对话的方法支持多元文化学校儿童友谊的稳定性：一个案例研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100737

Andrea Khalfaoui , Rocío García-Carrión , Icy Fresno Anabo

引用次数: 0

How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education 团队教学如何取得成功?探索幼儿双语教育中的团队建设及其关键特征

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100721

Mila Schwartz , Miriam Minkov

{"title":"How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education","authors":"Mila Schwartz , Miriam Minkov","doi":"10.1016/j.lcsi.2023.100721","DOIUrl":"10.1016/j.lcsi.2023.100721","url":null,"abstract":"<div><p>The aim of this study was to explore how team is built and how it works as a type of social interaction in preschool bilingual education. More specifically, we asked how teachers of the societally dominant language (Hebrew) and heritage language (Russian) to 3–4-year-olds make decisions about their teamwork and what makes this work successful in the different domains of classroom environment. This study draws on case study and mini ethnography as a methodological approach and applies triangulation of data collection sources. Interviews with both teachers on three separate occasions during the academic year permitted us to receive qualitatively rich and thick data. Critical reflections allowed the teachers to rethink their personal professional experiences, recognize challenges in their practice, and find solutions. In addition, we conducted 6 video recorded observations of co-teaching meetings throughout the year. Our analysis revealed critical characteristics of teaming such as tuneful communication between the two teachers and the children, promoting openness towards a novel language, inter-cultural negotiations stressing the positive co-existence of two different cultures and languages within a minority/majority context, and a dynamic and docile teaching process. In the process of their teaming development, the teachers acted as collective agents of change.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100721"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946108","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