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

Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge 基于视频的高等教育思维导图——基于设计的职前教师共享知识共建研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100720

Charlotte Beal, Magnus Hontvedt

{"title":"Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge","authors":"Charlotte Beal, Magnus Hontvedt","doi":"10.1016/j.lcsi.2023.100720","DOIUrl":"10.1016/j.lcsi.2023.100720","url":null,"abstract":"<div><p>In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100720"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357071","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 children's friendship stability in a culturally diverse school with a dialogic approach: A case study 用对话的方法支持多元文化学校儿童友谊的稳定性：一个案例研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100737

Andrea Khalfaoui , Rocío García-Carrión , Icy Fresno Anabo

引用次数: 0

How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education 团队教学如何取得成功?探索幼儿双语教育中的团队建设及其关键特征

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100721

Mila Schwartz , Miriam Minkov

{"title":"How can team teaching succeed? Exploring team building and its critical characteristics in preschool bilingual education","authors":"Mila Schwartz , Miriam Minkov","doi":"10.1016/j.lcsi.2023.100721","DOIUrl":"10.1016/j.lcsi.2023.100721","url":null,"abstract":"<div><p>The aim of this study was to explore how team is built and how it works as a type of social interaction in preschool bilingual education. More specifically, we asked how teachers of the societally dominant language (Hebrew) and heritage language (Russian) to 3–4-year-olds make decisions about their teamwork and what makes this work successful in the different domains of classroom environment. This study draws on case study and mini ethnography as a methodological approach and applies triangulation of data collection sources. Interviews with both teachers on three separate occasions during the academic year permitted us to receive qualitatively rich and thick data. Critical reflections allowed the teachers to rethink their personal professional experiences, recognize challenges in their practice, and find solutions. In addition, we conducted 6 video recorded observations of co-teaching meetings throughout the year. Our analysis revealed critical characteristics of teaming such as tuneful communication between the two teachers and the children, promoting openness towards a novel language, inter-cultural negotiations stressing the positive co-existence of two different cultures and languages within a minority/majority context, and a dynamic and docile teaching process. In the process of their teaming development, the teachers acted as collective agents of change.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100721"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946108","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

Convergence of control and affection in classroom management: affectionate and disciplining touch and talk 课堂管理中控制与情感的融合:亲昵与惩戒性的接触与交谈

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100733

Asta Cekaite , Disa Bergnehr

{"title":"Convergence of control and affection in classroom management: affectionate and disciplining touch and talk","authors":"Asta Cekaite , Disa Bergnehr","doi":"10.1016/j.lcsi.2023.100733","DOIUrl":"10.1016/j.lcsi.2023.100733","url":null,"abstract":"<div><p><span><span>The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close </span>social relations within the classroom community. By focusing analysis on the bodily features of teacher–child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in </span>early childhood education settings.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100733"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348067","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

Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms 东亚文化语境下的对话式历史思维教学探索——以台湾课堂为例

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-08-01 DOI: 10.1016/j.lcsi.2023.100729

Chih-Ching Chang , Rupert Wegerif , Sara Hennessy

{"title":"Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms","authors":"Chih-Ching Chang , Rupert Wegerif , Sara Hennessy","doi":"10.1016/j.lcsi.2023.100729","DOIUrl":"10.1016/j.lcsi.2023.100729","url":null,"abstract":"<div><p>Empirical evidence suggests that dialogic education is an effective way to develop students' higher order thinking and reasoning skills. In history education, curriculum goals share these aims, especially in Taiwan's latest national curriculum reform. It is then important to explore whether and how dialogue is being used to this end in history classes and the form that dialogic education takes in this East Asian cultural context. This study explored the features of Taiwanese teachers' talk and how it was used to teach historical thinking. Video recordings were made of a total of 6 lessons by three high school teachers. Descriptive statistics of word frequency of teachers' discourse using Nvivo (v.12) in complement with fine-grained qualitative analysis of whole class dialogue from a sociocultural perspective shed light on the various discursive strategies that the teachers used to facilitate students' historical reasoning. Findings suggest that some prominent features in Taiwanese teachers' talk include the hybrid use of monologue and dialogue and the hybrid of short-term and long-term dialogue for teaching historical thinking and reasoning. This study contributes significantly to the theoretical discussion of dialogic education for history classes in the East Asian cultural context. Moreover, it has practical implications for how teachers could use this hybrid form of talk to introduce the elements of historical thinking to students. Limitations of the study are also discussed at the end of the article.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"41 ","pages":"Article 100729"},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49523275","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

In quest for a dialogic space: A microethnographic approach to classroom interaction about writing 在寻找对话空间:关于写作的课堂互动的微观民族志方法

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100714

M. Khosronejad, M. Ryan, L. Weber

{"title":"In quest for a dialogic space: A microethnographic approach to classroom interaction about writing","authors":"M. Khosronejad, M. Ryan, L. Weber","doi":"10.1016/j.lcsi.2023.100714","DOIUrl":"10.1016/j.lcsi.2023.100714","url":null,"abstract":"<div><p>This article offers insight into dialogic spaces in a professional development<span> program, aiming to improve writing at Australian elementary schools. We apply an ethnomethodological case study through the lens of reflexivity theory to explore dialogic interaction in a year 3 writing lesson. We demonstrate how various contextual conditions are negotiated by teacher and students during the teaching of writing and how contextual conditions during a professional development program create opportunities for dialogic classroom interaction. Findings reveal that classroom interaction is guided by a series of structural conditions (including the writing task description, set expectations, and the constraint of time), cultural conditions (norms of classroom management, and the teacher's collaboration with the research team), and personal conditions (teaching strategies, student interest and ideas, and student writing skills). Furthermore, it shows how the participant teacher orchestrates various competing conditions through dialogic and monologic turns. Implications of the findings are discussed to improve teacher professional learning<span> and students' learning experiences of writing.</span></span></p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100714"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354675","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

In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach 为寻求一种更统一的课堂对话测量方法:对话元素复合构念法

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100717

Edith Bouton, Christa S.C. Asterhan

{"title":"In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach","authors":"Edith Bouton, Christa S.C. Asterhan","doi":"10.1016/j.lcsi.2023.100717","DOIUrl":"10.1016/j.lcsi.2023.100717","url":null,"abstract":"<div><p>There is increasing scholarly agreement about the key features of academically productive classroom dialogue. Yet, despite this emerging conceptual consensus, the ways in which it is measured and coded in quantitative research efforts vary significantly. In order to communicate, compare and integrate findings from this rich body of empirical research and to further theory refinement, a more unified approach to measuring classroom dialogue is needed. We selected seven well-known coding frameworks and identified a set of nine particle-like dialogue elements (DEs), that lie at the basis of different coding categories, appear frequently in classroom dialogue, and can be reliably coded at the conversational turn level. We then demonstrate how a much larger set of “compound” dialogue constructs can be recreated post-coding, by flagging co-occurrences of different DEs and accounting for the majority of coding categories in each of the seven frameworks. This Dialogue Elements to Compound Constructs Approach (DECCA) then enables interrater reliability, while simultaneously maintaining the flexibility and comprehensiveness needed to enable quantitative research on a large variety of research questions with a single methodological approach. The implications for future research and theory are discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100717"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455407","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

Special issue editorial: “Videos and teacher learning” 特刊社论：“视频与教师学习”

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100704

Susan M. Bridges , Gaowei Chen , Carol K.K. Chan

引用次数: 0

Fiction talk as a reflective practice: Medical students discussing possible learning outcomes from fiction seminars 小说谈话作为一种反思性实践：医学生讨论小说研讨会可能产生的学习结果

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100713

Anja Rydén Gramner

{"title":"Fiction talk as a reflective practice: Medical students discussing possible learning outcomes from fiction seminars","authors":"Anja Rydén Gramner","doi":"10.1016/j.lcsi.2023.100713","DOIUrl":"10.1016/j.lcsi.2023.100713","url":null,"abstract":"<div><p>In medical education, reflection is widely considered to be an important skill for physicians, and thus an important skill for medical students to learn. There is however no consensus on how reflection should be taught, and empirical research on in-situ reflective practices in medical education is fairly uncommon. This paper uses discursive psychology (DP) as theoretical and methodological framework to uncover how reflection is interactionally achieved in fiction seminars, which are used in medical education as a means to teach professional skills such as reflection and emotional awareness. In the data set of 58 h of video- and audio recordings from fiction seminars in two medical schools, 24 examples were found where students reflect on the possible learning outcomes of discussing fiction. Analysis shows that reflective practices are imbedded in fiction seminars, and that reflection is collectively achieved by students listening to each other, building on each other's reflections and challenging each other's viewpoints. These practices allow students to construct both resistance and learning while still adhering to the aims of the seminars of ‘doing reflection’.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100713"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46443446","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

Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education 跨学科的建构与制定:文科与理科教育的扎根理论个案研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.lcsi.2023.100716

Xin Ming , Miles MacLeod , Jan van der Veen

{"title":"Construction and enactment of interdisciplinarity: A grounded theory case study in Liberal Arts and Sciences education","authors":"Xin Ming , Miles MacLeod , Jan van der Veen","doi":"10.1016/j.lcsi.2023.100716","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100716","url":null,"abstract":"<div><p>This article explores how interdisciplinarity is constructed and enacted in a Liberal Arts and Sciences (LAS) educational environment, when self-tailored personal academic development is intertwined with collaborative group work involving various disciplinary input. A case study taking a grounded theory approach analyzed how interdisciplinarity emerged from collaborative groupwork dynamics in which students' academic identities manifest and interact. Academic identity in LAS contexts is complex: Individuals' disciplinary identities intersect with a generic program-bound identity shared by all students. Disciplinary identity was not only unique for each student, but also showed diverse configurations among the LAS population, as revealed in three disciplinary profiles: disciplinary specialists, topic experts, and identity explorers. Interdisciplinarity, accordingly, has different meanings and entails different journeys of academic growth. The interplay between and among the intersectional academic identities constitutes different groupwork dynamics and leads to different learning experiences. Comparing three patterns of groupwork experience—non-disciplinary, monodisciplinary and interdisciplinary—the article argues for two key concepts crucial for experiencing interdisciplinarity: disciplinary enablement and disciplinary transaction. To make sense of interdisciplinarity in LAS contexts, the article further looks into tensions perceived by students regarding specific groupwork as well as long-term academic development. The tensions reflect two dimensions of knowledge and knowledge work that both LAS students and LAS education in general need to reconcile, namely, specification and specialization versus generalization and integration.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"40 ","pages":"Article 100716"},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49888295","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