Learning Culture and Social Interaction最新文献_第9页

Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum 师生对话中的 "不结盟 "关系：学员在常规课程之外的知识排序

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-06-14 DOI: 10.1016/j.lcsi.2024.100836

Reema Mani

{"title":"Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum","authors":"Reema Mani","doi":"10.1016/j.lcsi.2024.100836","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100836","url":null,"abstract":"<div><p>When new material is added to classrooms, there is interest in knowing what changes this brings to the teaching-learning process. In an extra-hours science and mathematics learning project in India, observations were conducted to study how teachers and students interact when they enact the new material that show new ways of problem-solving or new knowledge. Teachers and students may not articulate through regular interviews their perceptions about the new learning experiences but these can be identified in classroom interactions. Alignment and disalignment are constructs in conversation analysis that help identify speakers' intention to cooperate or not support others' utterances. Through analysis of sequences of general moves by the teacher and stances evidenced in the interactions between teacher and students, it is possible to investigate the stances towards new knowledge in the classroom. This paper adds to the understanding of how teachers and students demonstrate subtle and specific differences with given learning material. These findings have implications for designing material as well as teacher education for introducing new material.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100836"},"PeriodicalIF":1.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324060","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

They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms 他们可以玩，但是.....：调查教师在幼儿课堂上使用排斥性纪律措施作为对黑人男孩游戏的反黑人歧视性限制的情况

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-07-15 DOI: 10.1016/j.lcsi.2024.100840

Nathaniel Bryan , Michelle DeJohnette , Prince Johnson

{"title":"They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms","authors":"Nathaniel Bryan , Michelle DeJohnette , Prince Johnson","doi":"10.1016/j.lcsi.2024.100840","DOIUrl":"10.1016/j.lcsi.2024.100840","url":null,"abstract":"<div><p>Childhood play is foundational to early childhood education, yet teachers criminalize Black boyhood play in and beyond early childhood classrooms. It is noted in the extant research literature that early childhood teachers' stereotypes and biases of Black boys inform how they view their play styles and behaviors. These stereotypes and biases often lead to exclusionary discipline practices, namely Black boys' removal from play opportunities in early childhood classrooms. Given that childhood play is beneficial to young children's academic and social development, teachers' use of exclusionary discipline practices during play can exacerbate opportunity gaps between Black boys and their White counterparts. It can disrupt Black boys' opportunities for play and recreation in early childhood classrooms. However, scholars have understudied teachers' use of exclusionary discipline practices during Black boyhood play. Drawing on Black Critical Theory, anti-Black spatial imaginary, Black Male Studies, and employing a multi-case study design, we aim to explore teachers' use of disciplinary practices during Black boyhood play. The following research question guides this study: What exclusionary discipline practices do early childhood teachers use to restrict Black boyhood play? Findings suggest that teachers use what we term the three antiblack misandric restrictions of boyhood play, which include (a) restriction of time, (b) restriction of space, and (c) restriction of interactions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100840"},"PeriodicalIF":2.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623996","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

Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency 在与幼儿的互动中采取对话的姿态 - 支持概念学习和儿童能动性

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-05-22 DOI: 10.1016/j.lcsi.2024.100825

Hege Myklebust, Inga Margrethe Fagerbakke

{"title":"Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency","authors":"Hege Myklebust, Inga Margrethe Fagerbakke","doi":"10.1016/j.lcsi.2024.100825","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100825","url":null,"abstract":"<div><p>This article explores a conversation between a student teacher (ST) and a three-year-old child using conversation analysis. Through analysis and interpretation, the article describes and discusses the importance of the adult taking a dialogic stance to support concept learning and child agency, even when the child's verbal participation is initially limited. The research question is: <em>How can adults support the concept learning and agency of young children through dialogue when the verbal contributions of the children are limited</em>? The analysis shows that the ST takes a dialogic stance by sharing the child's interest in the slug while taking facilitative actions, such as questions and invitations to child agency, and minimal responses and repetitions that confirm and enhance child agency. She supports concept learning by providing information and using scientific words in a situation where the child is engaged and interested. The ST and child thus take turns leading the conversation which results in an engaging learning situation, and the analysis shows how the child's agency evolves from a silent interest to a loud expression of knowledge.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100825"},"PeriodicalIF":1.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000333/pdfft?md5=53ad5c0863b4d5d60f9e08e39d17d654&pid=1-s2.0-S2210656124000333-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141077946","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

An empirical study of the effects of social-emotional competence on Chinese college students' interpersonal relationship circles from a relational theory perspective 关系理论视角下社会情感能力对中国大学生人际关系圈影响的实证研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-05-28 DOI: 10.1016/j.lcsi.2024.100824

Xiaoqiong Li , Erlin He , Xun Zhao

{"title":"An empirical study of the effects of social-emotional competence on Chinese college students' interpersonal relationship circles from a relational theory perspective","authors":"Xiaoqiong Li , Erlin He , Xun Zhao","doi":"10.1016/j.lcsi.2024.100824","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100824","url":null,"abstract":"<div><p>Social-emotional competence, as a core competence in the process of social development, holds significant importance for enhancing individual social responsibility, constructing social relations, and improving individual well-being. However, how social- emotional competence affects the interpersonal relationship circle of contemporary college students in the context of Chinese interaction culture remains unexplored. Based upon the Chinese interaction culture, this study aims to explore the impact of social-emotional competence on interpersonal relationship circle, with a focus on the influence of relation capital and interaction culture on interpersonal relationship circle development. The study randomly selected a total of 3847 college students from 10 colleges and universities in Henan Province to participate in a questionnaire survey, with structural equations used for data analysis. The study revealed that: 1. After controlling for factors such as gender and learning stage, social-emotional competence was found to directly predict the development of interpersonal relationship circle, and could positively mediate the relationship between relation capital and interaction culture; 2. It could also serve as a serial mediator in relation capital and interpersonal relationship circle, together with the interaction culture; 3. Male students exhibited significantly higher social-emotional competence at the individual level compared to female students.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100824"},"PeriodicalIF":1.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000321/pdfft?md5=064b1b82358e814b30b0aa01faf56fd5&pid=1-s2.0-S2210656124000321-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241024","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

The influence of instructor support levels on collaborative knowledge construction 教师支持水平对协作式知识构建的影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-07-05 DOI: 10.1016/j.lcsi.2024.100841

Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu

{"title":"The influence of instructor support levels on collaborative knowledge construction","authors":"Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu","doi":"10.1016/j.lcsi.2024.100841","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100841","url":null,"abstract":"<div><p>Collaborative knowledge construction (CKC) requires students to work together in groups to solve shared problems and instructors need to provide supports for student groups. Since previous research shows the complicated and varied effects of different instructional factors on student groups' CKC, it is necessary to examine the effects of different instructor support levels (i.e., the depth of instructor scaffolding) on collaboration. This research collected process-oriented verbal communication data from an instructor and three student groups in the authentic, face-to-face discussion contexts and used multiple learning analytics methods to examine the effects of three instructor support levels (i.e., high, medium, and low) on student groups' CKC processes. Results revealed different CKC characteristics under three instructor support levels, namely the individual-oriented perspective sharing under the high-level instructor support, questioning-oriented perspective processing under the medium-level instructor support, and the group-oriented perspective elaboration under the low-level instructor support. Based on the results, pedagogical implications were proposed to guide future instructional design and practice of CKC in higher education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100841"},"PeriodicalIF":2.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540783","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 transformative agency in initial teacher education: A Change Laboratory in China 支持初始教师教育中的变革机构：中国的变革实验室

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-06-17 DOI: 10.1016/j.lcsi.2024.100838

Ge Wei , Annalisa Sannino

引用次数: 0

“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development "我们吃植物的哪些部分，这是STEM吗？"- 中国幼儿园教师 STEM 专业发展研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-07-04 DOI: 10.1016/j.lcsi.2024.100842

Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma

{"title":"“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development","authors":"Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma","doi":"10.1016/j.lcsi.2024.100842","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100842","url":null,"abstract":"<div><p>The emerging value of STEM in society puts demands on Chinese kindergarten teachers to involve STEM teaching in play-based settings. As reported in the literature, societal expectations regarding kindergarten STEM education pose challenges for teachers, who often do not feel adequately prepared in STEM knowledge. This lack of preparation may indicate a lack of confidence and competence in STEM teaching among teachers. To study Chinese kindergarten teachers' confidence and competence in STEM teaching, we conducted an educational experiment where researchers and teachers collaborated on this problem. Our study identified that teachers experienced two micro-crises in STEM teaching. The first was “what to teach” and the second was “how to teach”. The findings highlighted that the primary challenges faced by the focused teachers were because a lack of STEM teaching experience, rather than lack of STEM knowledge as argued in the literature. The educational experiment created a social situation that supports teachers' STEM teaching experience in play. Through the educational experiment, STEM teaching becomes personally meaningful for teachers, which contributes to promoting their confidence and competence in STEM education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100842"},"PeriodicalIF":2.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540784","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

Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework 驾驭情境与冲突--从赫德加德框架的视角研究无缝移动学习

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-01 Epub Date: 2024-07-01 DOI: 10.1016/j.lcsi.2024.100837

Imogen Casebourne

{"title":"Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework","authors":"Imogen Casebourne","doi":"10.1016/j.lcsi.2024.100837","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100837","url":null,"abstract":"<div><p>This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in <em>activity settings</em> embedded within <em>institutions</em>. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following this, a survey involving 50 participants was conducted, complemented by semi-structured interviews with 24 learners and additional institutional stakeholders. These various sources of data were examined holistically, to understand the ways in which conflicts and contradictions at varying levels and between the different institutions traversed by individuals, shaped their learning practices. The findings indicated that seamless mobile learning may be influenced by a variety of conflicts and contradictions, (including between individuals and institutions, between distinct institutions and within institutions), as well by the immediate physical and social affordances of learning settings. They also pointed to a distinction between conflicts related to what was learned and those related to how learning occurred. Hedegaard's framework provided a valuable lens for investigating the complexities of work-related learning taking place across multiple settings and her concepts of <em>setting</em> and <em>institution</em> are useful conceptual tools for future research into the self-directed seamless mobile learning of adults. The adoption of the framework facilitated the development of novel frameworks for the design of seamless mobile learning.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100837"},"PeriodicalIF":2.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400045X/pdfft?md5=98370f8a1f48df6b4019b5bc78801f45&pid=1-s2.0-S221065612400045X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481137","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

Rising to the concrete: A cultural-historical study of concept development of infants and toddlers in imaginary situations 上升到具体：婴幼儿在想象情境中概念发展的文化历史研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-01 Epub Date: 2024-05-07 DOI: 10.1016/j.lcsi.2024.100820

Marilyn Fleer

{"title":"Rising to the concrete: A cultural-historical study of concept development of infants and toddlers in imaginary situations","authors":"Marilyn Fleer","doi":"10.1016/j.lcsi.2024.100820","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100820","url":null,"abstract":"<div><p>This paper presents the results of a cultural-historical study of the genesis and development of concepts by infants and toddlers. Under the conditions of an educational experiment of a Conceptual PlayWorld in a living laboratory of a childcare centre, we investigated the developmental conditions and dramatic imaginary play moments of this cultural age period. We found that a family system was the genesis of the lived experience of a concept from which other concepts are formed/embedded/imagined, and that institutional settings can replicate the historical development of family as an early form of rising to the concrete. We noted how in imaginary play the caring for another kind of family system, supported the conditions for becoming aware of a lived experience of a family. In addition, imaginary play when co-experienced between infants and toddlers and teachers, acted as the initial carrier of word meaning and when educators acted ‘as if’ the infants understood the word meanings in imaginary play, the early development of concepts over time was supported. These findings add empirically to what is known about the development of word meaning and gives theoretical insight into what it means to historically rise to the concrete within the earliest cultural age period.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100820"},"PeriodicalIF":1.9,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400028X/pdfft?md5=fd8d433d227195554780eefaa534aa4b&pid=1-s2.0-S221065612400028X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140879037","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

Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations 玩中学？分析海事模拟中参与者对竞争和职业行为的构想

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-06-01 Epub Date: 2024-04-30 DOI: 10.1016/j.lcsi.2024.100821

Mari Starup , Charlott Sellberg , A.Camilla Wiig

{"title":"Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations","authors":"Mari Starup , Charlott Sellberg , A.Camilla Wiig","doi":"10.1016/j.lcsi.2024.100821","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100821","url":null,"abstract":"<div><p>This study scrutinizes how a simulated scenario framed as a competition is discussed in a post-simulation debriefing, where students reflect on game-like play in the context of professional education. This study draws on Erwin Goffman's (1974/86) analytical concept of framing. In particular, the analysis focuses on the instructor's and students' authentic conversations during a debriefing session and explores how these conversations open up negotiations of professional and playful learning. The research design is ethnographically informed and based on observations, field notes, and 34 h of video data from a navigation course in which 35 bachelor's students from a Norwegian university participated. Our analytical findings reveal that the activity undergoes continuous negotiation between two framings: professional and competitive. In professional framing, students are held accountable for adhering to professional rules, regulations, and norms of “good seamanship.” In the competition framing, students were competing to win the race. Moreover, as the competition mode intensified, students prioritized winning the race over adhering to the rules and regulations of the profession. Consequently, the findings illustrate how a competition framing within a professional education context has engaged the students, letting them demonstrate their knowledge and skills in a playful manner. Furthermore, the findings emphasize the need for an additional exploration of the opportunities and challenges of competition on professional decision making and ethical conduct in settings where simulation-based learning is utilized for training, particularly in domains that train students in high safety standards.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"46 ","pages":"Article 100821"},"PeriodicalIF":1.9,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000291/pdfft?md5=e58d96336b93bd715a58ba5221615f35&pid=1-s2.0-S2210656124000291-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140816011","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