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

Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-28 DOI: 10.1016/j.lcsi.2025.100890

Fabíola Stein

{"title":"Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction","authors":"Fabíola Stein","doi":"10.1016/j.lcsi.2025.100890","DOIUrl":"10.1016/j.lcsi.2025.100890","url":null,"abstract":"<div><div>This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100890"},"PeriodicalIF":2.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-24 DOI: 10.1016/j.lcsi.2025.100889

Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig

{"title":"Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education","authors":"Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig","doi":"10.1016/j.lcsi.2025.100889","DOIUrl":"10.1016/j.lcsi.2025.100889","url":null,"abstract":"<div><div>The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or served as peer observers. Analytically, we apply interaction analysis to the data to explore how the students engaged in both specific and general core practices. The findings show that simulation training including debriefing facilitates the enactment and critical analyses of various core practices such as creating a productive learning environment and strategically redirecting off-task behaviour. Additionally, the findings show that the pedagogical potential of simulation-based learning lies in the interaction that unfolds between the participants namely, the support of the interactor who scaffolds enactment and the educator who facilitates the students' reflective analysis of teaching through specific dialogic moves. Simulation-based learning is thus suggested as an appropriate supplement for training pre-service teachers, preparing them for future professional work.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100889"},"PeriodicalIF":2.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143175523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching and learning argumentative writing as critical thinking in an EFL composition classroom

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-22 DOI: 10.1016/j.lcsi.2025.100891

Qian Wang , George E. Newell

{"title":"Teaching and learning argumentative writing as critical thinking in an EFL composition classroom","authors":"Qian Wang , George E. Newell","doi":"10.1016/j.lcsi.2025.100891","DOIUrl":"10.1016/j.lcsi.2025.100891","url":null,"abstract":"<div><div>Despite the valuable contributions of research on teaching pre-set structures of argumentative writing to foster understanding of argumentation in English as Foreign Language (EFL) contexts, structural approaches alone may not provide students with the necessary flexibility as writers, readers, and thinkers. One response to this challenge is to employ critical thinking, which involves an approach to teaching and learning argumentative writing that encourages students to take critical positions in their writing, supported by relevant and cogent evidence. This study examines how an EFL teacher interprets and integrates critical thinking into argumentative writing instruction. Grounded in a theoretical framework that views argumentation from a social perspective, this study considers the social practices and interactional dimensions involved in learning to read and write. Through microethnographic discourse analysis, the study demonstrates how the instructor views critical thinking as the process of identifying and solving problem in argumentative writing and how the teacher employs targeted questions, peer discussions, and inquiry-based analysis to help students learn to argue. These findings may have important implications for argumentative writing pedagogy and writing teacher education in EFL settings, emphasizing the significance of integrating critical thinking skills into instruction to enhance students' ability to engage effectively in argumentation.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100891"},"PeriodicalIF":2.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177689","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

Laughing together in supervision interaction

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-21 DOI: 10.1016/j.lcsi.2025.100888

Zhiying Jian

引用次数: 0

Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning 调查高中学习者在协作学习过程中对共同调节和社会共享调节的贡献

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-22 DOI: 10.1016/j.lcsi.2024.100870

Sara Ahola, Jonna Malmberg, Hanna Järvenoja

{"title":"Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning","authors":"Sara Ahola, Jonna Malmberg, Hanna Järvenoja","doi":"10.1016/j.lcsi.2024.100870","DOIUrl":"10.1016/j.lcsi.2024.100870","url":null,"abstract":"<div><div>The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that individual learners' contributions play. Therefore, the current study aims to explore how learners contribute to regulation in an authentic face-to-face CL setting. The study participants comprised 94 seventh graders. The context of the study was a physics course where participants were videotaped during their collaborative work across four 90-min lessons. Thirteen different contributions were identified based on detailed qualitative video analysis. The results from process models show that co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL) episodes commonly initiated in a similar manner and shared the most typical path in terms of the contributions. However, differences emerged, highlighting the central roles of guiding and following in CoRL, and sharedness and co-construction in SSRL. The study sheds light on how learner contributions should be considered while trying to understand regulation among CL groups.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100870"},"PeriodicalIF":2.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room 在幼儿活动室的共同注意互动中，研究同伴对教育者-婴儿同步性的动态系统影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-14 DOI: 10.1016/j.lcsi.2024.100868

Sarah Jacobson , Sheila Degotardi , Naomi Sweller

{"title":"A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room","authors":"Sarah Jacobson , Sheila Degotardi , Naomi Sweller","doi":"10.1016/j.lcsi.2024.100868","DOIUrl":"10.1016/j.lcsi.2024.100868","url":null,"abstract":"<div><div>Joint attention is a crucial component of quality practice in infant–toddler early childhood education. Joint attention defines a social interaction in which infant and caregiver coordinate attention to engage with an object of interest. Mutual responsiveness within coordinated and creative joint action supports language and cognitive development. However, most joint attention research involves mother–infant dyads in laboratory playrooms or home environments with few distractions. Limited research in early childhood centres suggests joint attention is difficult to sustain in group settings. This study used a dynamic systems approach to operationalise educator–infant synchrony within dyadic and group joint attention interactions. Mutual responsiveness was coded as dyadic co-regulation states. Quantitative analysis of educator–infant co-regulation in relation to number of peers present identified symmetrical co-regulation as the preferred state of the system; however, its strength as an attractor diminished as group size increased. State space grid analysis of temporal dynamics within each interaction provided a more nuanced understanding of peers as perturbations. The structure of group activities and how educators divided their attention among infants were also influential factors. Increasing educators' awareness of the micro-dynamics of joint attention can enhance their ability to provide opportunities for collaborative learning experiences.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100868"},"PeriodicalIF":2.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Authority and positionings in elementary mathematics: An interactional ethnographic approach 小学数学中的权威与定位：互动人种学方法

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-10 DOI: 10.1016/j.lcsi.2024.100866

Daniel Edelen , Sarah B. Bush , Janet Andreasen

引用次数: 0

Peer interactions in 4/6-month-old infants: From motor development to multimodal communication 4/6 个月大婴儿的同伴互动：从运动发展到多模态交流

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-08 DOI: 10.1016/j.lcsi.2024.100869

Hélène Cochet, Flore Chéné, Michèle Guidetti

引用次数: 0

Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile 学习社区中的平等对话和学生参与。智利科金博大区的案例

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-07 DOI: 10.1016/j.lcsi.2024.100867

Ignacia Palma Salinas

引用次数: 0

Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications 教师与儿童三方合作（再）讲故事中的代理权谈判：经验研究和方法论意义

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-09-20 DOI: 10.1016/j.lcsi.2024.100865

Niklas Pramling, Jenny Myrendal, Sofije Shengjergji

{"title":"Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications","authors":"Niklas Pramling, Jenny Myrendal, Sofije Shengjergji","doi":"10.1016/j.lcsi.2024.100865","DOIUrl":"10.1016/j.lcsi.2024.100865","url":null,"abstract":"<div><p>This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be formulated in terms of ‘authoring’ and ‘what story’ or ‘whose story’ is (to be) told. Adopting a sociocultural/dialogical perspective, we analyze the interaction in these triads, paying particular attention to shifts in the authoring of stories and in manifestations of stancetaking. The empirical data were gathered from two internationally profiled preschools in Sweden, involving 10 children aged 4–5 years who engage in multiple languages. The results clarify the continuous negotiation of agency in the activities. The results are discussed in terms of methodology and the importance of studying agency in a manner that captures it as dynamic, changing and evolving, rather than as reified possession, is emphasized.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100865"},"PeriodicalIF":2.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000734/pdfft?md5=df877b32d1e689906358d572d903ccea&pid=1-s2.0-S2210656124000734-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0