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

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

Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters? 紧急远程教学环境中的师生互动：在未知的水域中航行？

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100769

Filio Constantinou, Matthew Carroll

{"title":"Teacher-student interactions in emergency remote teaching contexts: Navigating uncharted waters?","authors":"Filio Constantinou, Matthew Carroll","doi":"10.1016/j.lcsi.2023.100769","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100769","url":null,"abstract":"<div><p>Although employed in various emergency contexts globally (e.g., wildfires, earthquakes, hurricanes, snow days, epidemics, military conflict), emergency remote teaching (ERT) continues to be an under-researched mode, or type, of instruction. Through a mixed-methods design, involving a teacher questionnaire and follow-up interviews, this study sought to develop a more in-depth understanding of ERT by examining how it manifested itself during the COVID-19 school closures. The investigation focused specifically on the aspect of the pedagogical process that was probably most saliently affected by the sudden shift from in-person to remote teaching, namely, teacher-student communication. It identified some of the emergency communication practices observed during ERT and, using Grice's Cooperative Principle, explored their effectiveness and possible implications for student learning. More importantly, it illuminated the distinctive nature of communication in ERT settings, exposing the “communication norm vacuum” in which teachers and students had to operate when teaching moved online. As argued in the paper, the novelty of the communication context and teachers' and students' inability to draw upon well-established communication routines to navigate it, compromised communication and may be responsible for some of the learning loss observed during school closures.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100769"},"PeriodicalIF":1.9,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197558","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

Coordinated activity and common ground during group problem solving in biology 生物学群体问题解决过程中的协调活动与共同点

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-29 DOI: 10.1016/j.lcsi.2023.100767

Anna F. DeJarnette , Stephanie M. Rollmann , Dieter F. Vanderelst , John E. Layne

{"title":"Coordinated activity and common ground during group problem solving in biology","authors":"Anna F. DeJarnette , Stephanie M. Rollmann , Dieter F. Vanderelst , John E. Layne","doi":"10.1016/j.lcsi.2023.100767","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100767","url":null,"abstract":"<div><p>For groupwork to support learning it requires that students establish mutual knowledge, which is information that becomes shared among all group members. In this study, we analyzed the verbal interactions of two groups of high school students working on a color vision activity. Students within a group each wore different color-filtering goggles, and compared their individual perceptions to identify various colors they viewed together. Because the color-filtering goggles gave each student different information related to the task, sharing knowledge was necessary for successful color recognition. Our analysis was guided by the questions, <em>how did students establish mutual knowledge through their talk</em>? And, <em>what types of knowledge were shared through these processes</em>? We found that students were more inclined to explain—including providing warrants for their claims—when they used discussion moves such as asking each other questions, reacting to each other's statements, and incorporating multiple perspectives. Practical interventions designed to teach students to work productively in groups should attend to expectations around the content of students' talk in addition to the range of talk moves that students can use to contribute to a discussion.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100767"},"PeriodicalIF":1.9,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197556","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

Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools 学科对话：探究英语小学学科内部和学科之间的课堂对话与学习结果之间的关系

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-18 DOI: 10.1016/j.lcsi.2023.100742

Annabel Amodia-Bidakowska, Sara Hennessy, Paul Warwick

{"title":"Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools","authors":"Annabel Amodia-Bidakowska, Sara Hennessy, Paul Warwick","doi":"10.1016/j.lcsi.2023.100742","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100742","url":null,"abstract":"<div><p>There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100742"},"PeriodicalIF":1.9,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197559","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 social engineering of civility in a progressive middle school 进步中学的文明社会工程

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-09-13 DOI: 10.1016/j.lcsi.2023.100757

Mark Philip Smith

引用次数: 0