Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS Journal of Pragmatics Pub Date : 2024-09-12 DOI:10.1016/j.pragma.2024.08.009
Merve Bozbıyık , Tom Morton
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Abstract

This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or “gazes” in relation to doing neuroscience. Drawing on six hours of video-recorded classroom interaction, the study uses detailed transcripts to uncover the epistemic positioning practices of two lecturers teaching modules on neurobiological bases of psychiatric disorders and addiction. The interactional data are reanalysed from the knowledge-building perspective of LCT, revealing that the two lecturers were operating different specialization codes and activating different gazes in terms of the social relations of both themselves and their students as knowers. The analyses demonstrate how slight shifts in interactional practices around epistemic positioning can have significant consequences for legitimating different knower positions in postgraduate neuroscience education. By combining micro-analysis with the sociological framework of LCT, the study offers insights into the complex dynamics of knowledge-building in advanced academic settings and offers tools for reflection on and enhancement of teaching practices in postgraduate science education contexts.

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神经科学研究生课堂互动中的认识定位和知识建构
本文探讨了两个神经科学研究生课堂互动中的认识论定位和知识建构动态。文章采用多模态会话分析(Multimodal Conversation Analysis)和合法化代码理论(Legitimation Code Theory,LCT)相结合的跨学科方法,研究了讲师和学生如何通过互动实践来协商认识论立场和地位,以及这些实践如何使与神经科学相关的某些立场或 "凝视 "合法化。本研究利用六个小时的课堂互动录像,通过详细的文字记录,揭示了两位讲师在讲授精神病和成瘾的神经生物学基础模块时的认识论定位实践。研究从 "知识建构"(LCT)的视角对互动数据进行了重新分析,揭示了两位讲师在自己和学生作为 "知识者 "的社会关系方面操作着不同的 "专业化代码",激活着不同的 "凝视"。这些分析表明,围绕认识论定位的互动实践的细微变化如何对神经科学研究生教育中不同的知识者地位的合法化产生重大影响。通过将微观分析与 "LCT "社会学框架相结合,本研究深入揭示了高级学术环境中知识构建的复杂动态,并为反思和改进研究生科学教育背景下的教学实践提供了工具。
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来源期刊
CiteScore
3.90
自引率
18.80%
发文量
219
期刊介绍: Since 1977, the Journal of Pragmatics has provided a forum for bringing together a wide range of research in pragmatics, including cognitive pragmatics, corpus pragmatics, experimental pragmatics, historical pragmatics, interpersonal pragmatics, multimodal pragmatics, sociopragmatics, theoretical pragmatics and related fields. Our aim is to publish innovative pragmatic scholarship from all perspectives, which contributes to theories of how speakers produce and interpret language in different contexts drawing on attested data from a wide range of languages/cultures in different parts of the world. The Journal of Pragmatics also encourages work that uses attested language data to explore the relationship between pragmatics and neighbouring research areas such as semantics, discourse analysis, conversation analysis and ethnomethodology, interactional linguistics, sociolinguistics, linguistic anthropology, media studies, psychology, sociology, and the philosophy of language. Alongside full-length articles, discussion notes and book reviews, the journal welcomes proposals for high quality special issues in all areas of pragmatics which make a significant contribution to a topical or developing area at the cutting-edge of research.
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