Learning Culture and Social Interaction最新文献_第7页

Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’ 教学触觉:在“开放式教室”中为个性化教学组织一个封闭的互动空间

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100752

Tanya Tyagunova , Georg Breidenstein

{"title":"Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’","authors":"Tanya Tyagunova , Georg Breidenstein","doi":"10.1016/j.lcsi.2023.100752","DOIUrl":"10.1016/j.lcsi.2023.100752","url":null,"abstract":"<div><p>The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices in open classrooms, a setting where each student is typically occupied with his or her individual task. The analysis reveals two aspects of using touch that play an important role in the instructional practices of teachers as they control, guide, and support students working individually on their learning tasks: the use of touch as a resource for establishing and closing a local interaction space and the use of touch as an instructional resource. The embodied characteristics of this kind of individualised instruction presuppose and commit the participants to rather close bodily contact and ‘nested formations’ that are different from the teacher-fronted activities of the cohort teaching format.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100752"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41577047","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

Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study 专业学习社区发展的异同:一项跨案例纵向研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100740

Fred Huijboom , Pierre van Meeuwen , Ellen Rusman , Marjan Vermeulen

引用次数: 0

The role of imagination in science education in the early years under the conditions of a Conceptual PlayWorld 概念游戏世界条件下想象力在早期科学教育中的作用

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100753

Marilyn Fleer

{"title":"The role of imagination in science education in the early years under the conditions of a Conceptual PlayWorld","authors":"Marilyn Fleer","doi":"10.1016/j.lcsi.2023.100753","DOIUrl":"10.1016/j.lcsi.2023.100753","url":null,"abstract":"<div><p>Scientists imagine when thinking scientifically, often conceptualised as thought experiments (Albert Einstein), reconciling both the study of the universe and the molecular world (Stephen Hawking) or when engaging with complex ideas, such as in genetics when imagining going down a microscope to study genes (Barbara McClintock). These imaginings are important in science. But does imagination matter in science education? What is the role of imagination in science education in the early years of school? To answer this question, we undertook a cultural-historical study of 18 children (5.6–7.4yers mean 6.4) and 4 teachers who participated in an educational experiment of a Conceptual PlayWorld over 11 weeks. A total of 34.2 h of digital video data were recorded. The results show how imagination was brought to bear on the scientific problem of the relations between the earth, moon, and Sun. The complex science being imagined by children and teachers brought forward imaginary moments and situations as embodied actions, socially engineered affective imagining, common play problems for motivated conditions for science learning, and the need for creating tangible pivots. These conditions developed different expression of imagination: affective imagining, embodied imagining, amplified imagining, and collective imagining. We argue that complexity in science under the conditions of a Conceptual PlayWorld develops different forms of imagining, thereby contributing to a more nuanced understanding of imagination in science education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100753"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404771","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

“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects “这个朋友很好”:幼儿通过与(游戏)物体的互动来协商社会关系

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100734

Magnus Karlsson , Nicola Nasi

{"title":"“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects","authors":"Magnus Karlsson , Nicola Nasi","doi":"10.1016/j.lcsi.2023.100734","DOIUrl":"10.1016/j.lcsi.2023.100734","url":null,"abstract":"<div><p>This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions with objects among children aged 5, focusing on how children interact not only with other humans, but (with)in a material culture and environment. As the analysis illustrates, children ingeniously transform and use material (play) objects, including their positioning in the play space, to index affiliative or disaffiliative stances toward playmates. It is argued that children's local deployment of objects is germane to children's negotiation of their friendship relationships and is further related to the social hierarchy of the peer group, which is (re-)negotiated on a turn-by-turn basis. The practices under scrutiny are also relevant and an example of children's acquisition of various social skills: by locally playing with objects, children refine interactional strategies that allow them to competently manage their social bonds and networks in preschool.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100734"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45522050","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

Machine learning – A new kind of cultural tool? A “recontextualisation” perspective on machine learning + interprofessional learning 机器学习——一种新的文化工具？机器学习+跨专业学习的“再文本化”视角

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100738

David Guile

{"title":"Machine learning – A new kind of cultural tool? A “recontextualisation” perspective on machine learning + interprofessional learning","authors":"David Guile","doi":"10.1016/j.lcsi.2023.100738","DOIUrl":"10.1016/j.lcsi.2023.100738","url":null,"abstract":"<div><p>The paper argues that (a) Machine Learning (ML) constitutes a cultural tool capable of learning through perceiving patterns in data, (b) the kind of learning ML is capable of nevertheless constitutes a more circumscribed kind of learning compared with how that concept has been interpreted in sociocultural (S-c) theory; and, (c) the development of ML is therefore further extending and distributing the complex relationship between human and machine cognition and learning. The paper explores these contentions by firstly, providing a broad-based account of the conception of cultural tools in S-c Theory. Secondly, offering a genealogy of ML, including the model of learning that underpins ML and highlights the challenge that a cultural too capable of some kind of learning presents for the extant S-c conception of a cultural tool. Thirdly, identifying the new human-machine working-learning problem the ML model of learning is generating. Finally, argues the concept of <em>recontextualization</em> offers a way to address that problem by providing a holistic perspective on the relationship between ML and IPL models of learning. In making this argument the paper distinguishes between the ML predictive and the Chat GPT answer to question(s) model of learning.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100738"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42572691","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

“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success “我们都像一个大家庭”：教师教练的课后PLC如何影响STEM俱乐部的成功

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100739

Kylie J. Swanson , Margaret R. Blanchard , Kristie S. Gutierrez

{"title":"“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success","authors":"Kylie J. Swanson , Margaret R. Blanchard , Kristie S. Gutierrez","doi":"10.1016/j.lcsi.2023.100739","DOIUrl":"10.1016/j.lcsi.2023.100739","url":null,"abstract":"<div><p>Participation in professional learning communities<span> (PLCs) has enhanced teacher planning and curriculum implementation during the regular school day, but PLCs have not been studied in connection with after-school programs. This comparative case study investigated the interactions of Teacher-Coaches during after-school PLCs at two rural middle schools in the southeastern U.S. as they planned for STEM Clubs, asking: 1) How did the Pre-Club meetings develop the T-Coaches' community of practice<span> (CoP) and what were their perceptions of their usefulness? and 2) What did STEM Club observations and T-Coaches indicate about the success of the clubs? The CoP social learning framework was used to assess PLC quality based on audio transcripts of Pre-Club PLC meetings and individual interview data. The Dimensions of Success (DoS) observation tool and interview data were used to understand club success. Pre-Club meetings were found to be essential for the development of the CoP (repertoire, mutuality, and enterprise). Absences at Teacher Professional Development changed the nature of the CoP and undermined STEM Club success, based on DoS ratings. Pre-Club meetings were vital to allow T-Coaches the time to plan for the clubs, develop relationships, and increase STEM club success. Conclusions and future research directions will be shared.</span></span></p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100739"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579131","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

A cultural-historical exploration of relational ethics in research involving children 儿童研究中关系伦理的文化历史探索

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100756

Gloria Quinones , Niina Rutanen , Yaiza Lucas Revilla

{"title":"A cultural-historical exploration of relational ethics in research involving children","authors":"Gloria Quinones , Niina Rutanen , Yaiza Lucas Revilla","doi":"10.1016/j.lcsi.2023.100756","DOIUrl":"10.1016/j.lcsi.2023.100756","url":null,"abstract":"<div><p>Participatory studies involving children are a growing topic of debate concerning research on early childhood education and care (ECEC). Developments in ethnographic methods and the use of video recordings to collect data have raised new challenges for researchers who study children regarding such issues as formal procedures for informed consent and obtaining children's assent to research encounters. A growing number of studies have explored children's and researchers' relationships, as well as the ethical aspects of research encounters. We contribute to this discussion by adopting a cultural-historical (wholeness) approach to research that involves children, partnering as researchers with a child participant. By using a cultural-historical approach, we analyzed a critical incident that involved a child's assent and dissent process through dynamic motive orientations. We focused on the importance of considering dynamic motive orientation as researchers navigate new ethical challenges. Our findings reveal that adopting a wholeness approach requires researchers to serve as activity partners, reflecting on and recalibrating their own motives and centering child participants in the research process.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100756"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329123","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

Learning with the land: How sixth graders restory interactions with the land through field experiences 与土地一起学习:六年级学生如何通过实地体验来回顾与土地的互动

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100754

Lili Yan , Devon S. Isaacs , Breanne K. Litts , Melissa Tehee , Stuart Baggaley , Jennifer Jenkins

{"title":"Learning with the land: How sixth graders restory interactions with the land through field experiences","authors":"Lili Yan , Devon S. Isaacs , Breanne K. Litts , Melissa Tehee , Stuart Baggaley , Jennifer Jenkins","doi":"10.1016/j.lcsi.2023.100754","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100754","url":null,"abstract":"<div><p><span>The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: </span><em>how do learners express relationship with the land in the restorying of their river trip experience?</em> We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100754"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49889418","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

Embracing abuelita epistemologies, “Nací para bailar”: A pathway for creating culturally sustaining lessons for LatinX students 接受abuelita认识论，“Nacípara bailar”：为拉丁裔学生创造文化可持续课程的途径

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100768

Karen L. Kohler , Katherine Espinoza

引用次数: 0

Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom 对话立场下的议论文教学——以11年级英语语言艺术课堂为例

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100770

Min-Young Kim , Eileen Shanahan

引用次数: 0