Learning Culture and Social Interaction最新文献_第2页

The Science of the Child: The lost Soviet pedology movement and its echoes today 《儿童科学：失落的苏联儿童学运动及其今天的回响》

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-14 DOI: 10.1016/j.lcsi.2025.100925

Peter Smagorinsky

{"title":"The Science of the Child: The lost Soviet pedology movement and its echoes today","authors":"Peter Smagorinsky","doi":"10.1016/j.lcsi.2025.100925","DOIUrl":"10.1016/j.lcsi.2025.100925","url":null,"abstract":"<div><div>This essay details the assumptions behind the field of pedology, also known as the “Science of the Child,” which originated in the U.S. and Europe in the late 1800s and was taken up in the new Soviet Union in the early 1920s. This field aspired to investigate all aspects of human biology and social life to inform the creation of schools, and from these disparate investigations produce a whole understanding of situated human development, especially in childhood and adolescence. This ambitious educational research program lasted from the launch of the Soviet Union through the Pedology Decree of 1936, when it was outlawed during Stalin's Great Terror or Great Purge, and its practitioners were banished or put to death. This essay situates the Science of the Child in the context of Soviet Marxism and Stalinist totalitarianism, outlines its tenets, and reviews the ferocious critiques that Soviet authorities, including leading psychologists, used to obliterate the movement. The essay concludes with lessons available from this effort to create a comprehensive program of developmental research, and a reflection on how political bureaucracies may control educational research and practice through the imposition of ideological imperatives.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100925"},"PeriodicalIF":1.8,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830868","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 a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment 在教育实验中探讨中国幼儿园教师在数学教学中的问题

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-13 DOI: 10.1016/j.lcsi.2025.100938

Wenxuan Zhang, Liang Li, Leigh Disney

{"title":"Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment","authors":"Wenxuan Zhang, Liang Li, Leigh Disney","doi":"10.1016/j.lcsi.2025.100938","DOIUrl":"10.1016/j.lcsi.2025.100938","url":null,"abstract":"<div><div>The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and professional developmental process during an educational experiment designed for teaching mathematics in a play-based context. Two Chinese kindergarten teachers, who worked with children aged 5 to 6 years, participated in the study. Focusing primarily on the emotional trajectory of one participant, referred to as Teacher Qing, the study applies Vygotsky's cultural-historical concepts of <em>perezhivanie</em> and <em>crisis</em> as its theoretical framework. Findings revealed that Teacher Qing's crisis moments, which arose during the implementation of a new pedagogical approach, served as crucial opportunities for her to address the theoretical problem of bringing play into mathematics concepts learning. The authentic and complex emotional experiences Teacher Qing navigated while teaching mathematics in a play-based context contributed significantly to understanding the pivotal role emotions play in shaping pedagogical practices. The educational experiment successfully addressed Teacher Qing's crisis moments and fostered pedagogical change by supporting her emotionally and cognitively. This study contributes to a deeper understanding of how perezhivanie can drive pedagogical change, offering valuable insights into processes that foster teachers' professional development.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100938"},"PeriodicalIF":1.8,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830867","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

Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students 匿名但可问责：调查越南英语学生同伴反馈中的社会文化动态

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-11 DOI: 10.1016/j.lcsi.2025.100939

Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen

{"title":"Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students","authors":"Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen","doi":"10.1016/j.lcsi.2025.100939","DOIUrl":"10.1016/j.lcsi.2025.100939","url":null,"abstract":"<div><div>Academic writing is a core component of English language programs, and peer feedback has emerged as a pedagogical strategy to enhance students' writing proficiency and engagement. This study investigates the attitudes of English major students toward peer feedback in academic writing classes, using Sociocultural Theory as the analytical framework. Employing an explanatory sequential mixed-methods design, the study first surveyed 142 students to quantify general trends in attitudes, followed by semi-structured interviews with 12 participants to explore the sociocultural dimensions underpinning those attitudes. Findings indicate that while students generally perceive peer feedback as beneficial for their academic development, their engagement is notably shaped by sociocultural factors including face-saving norms, perceived proficiency hierarchies, and interpersonal relationship dynamics. Significantly, students strongly preferred anonymity in peer feedback to mitigate emotional discomfort and enhance objectivity. The study concludes that incorporating anonymous feedback mechanisms in peer review activities substantially addresses sociocultural constraints and improves student engagement, thus representing a key strategy for effective writing instruction in EFL contexts. These insights underscore the importance of culturally responsive pedagogical practices and provide clear implications for instructional design in writing pedagogy.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100939"},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827542","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 children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding 促进儿童在课堂上的社交情感技能：探讨合作学习和教师脚手架的作用

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-06 DOI: 10.1016/j.lcsi.2025.100920

Sisilia Kusumaningsih, Jingjing Sun

{"title":"Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding","authors":"Sisilia Kusumaningsih, Jingjing Sun","doi":"10.1016/j.lcsi.2025.100920","DOIUrl":"10.1016/j.lcsi.2025.100920","url":null,"abstract":"<div><div>Social-Emotional Learning (SEL) has been shown to promote children's academic success and positive social experiences in schools. Less is known, however, about how teachers can integrate SEL into instruction. To fill this gap, we examined whether Collaborative Reasoning, a peer-led discussion approach to collaborative learning, can be used in classrooms to facilitate children's development of social-emotional skills. We also investigated the role of teacher scaffolding on the development of such skills. Seventy-six 4th grade students and three teachers participated in a series of eight Collaborative Reasoning discussions. Using mixed-methods, we first coded children's social-emotional skills through summative content analysis of discussion transcripts and post-discussion interviews. Quantitative results showed that, of the five categories of social-emotional skills, children demonstrated decision-making, relationship building, and social-awareness skills; and over time, there was a significant increase in the decision-making and social-awareness skills. Using Epistemic Network Analysis (ENA), we then identified the pattern of association between teachers' scaffolding types and students' social-emotional skills. The ENA model showed that teachers' cognitive scaffolding is associated with students' decision-making while teachers' metacognitive scaffolding is linked with students' social awareness. This study demonstrated the potential of integrating Collaborative Reasoning into classroom instruction to promote children's social-emotional skills.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100920"},"PeriodicalIF":1.8,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780017","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

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