Learning Culture and Social Interaction最新文献

In this article we review studies of interaction in post-simulation debriefing. The focus is on research that takes an interest in the sequential unfolding of debriefing conversations, using recordings of naturally occurring interaction as data. While a growing number of studies have examined learning outcomes in debriefing using quantitative methodologies, relatively little is known about the details of debriefing interaction. We take our point of departure in prior meta-analyses of post-simulation debriefing, and discuss this research in relation to the burgeoning field of research that employs a video-ethnographic perspective, broadly informed by conversation analysis and ethnomethodology. We identify two prominent themes in the existing interaction analytic research: facilitator guidance, and the use of performance review media. In both these areas, we discuss how studies of interaction contribute to new conceptualizations of debriefing through a complementary perspective on simulation-based learning. We also identify a set of promising areas of future research into the interactional accomplishment of post-simulation debriefing: self-led debriefing; debriefing structure; the disciplinary shaping of debriefing interaction; and the sensitive nature of feedback.

Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a child's lack of vision. This multiple-case study investigated the effects of a bodily-tactile early intervention on interactional reciprocity in three sighted mothers and their one-year-old children with VIAD. The data consisted of eight hours of video recordings from four baseline, eight intervention, and three follow-up sessions. Baseline and intervention recordings were made weekly. The follow-up recordings were made one week, five weeks, and nine weeks after the last intervention session. The video data were analyzed using the principles of multimodal conversation analysis. The sequential analysis showed that interactive reciprocity between the mothers and their children increased during the intervention. The mothers began to use more of the bodily-tactile modality in early social play routines. Moreover, they started to treat their children's movements as meaningful turns in interaction and to give more time and space for their children to take their turns. The results suggest that the bodily actions of children with VIAD can become resources for their participation through their mothers' actions.

After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest influx of Ukrainian refugee students through the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. Following Berry's model of acculturation, the findings revealed tension between integration and separation among Ukrainian refugee students. Their social adaptation process was shaped by perceptions of the importance of ethnicity, the methods of acquiring the host country language and to what levels, and the approaches to interactions with Czech classmates. These elements combined to form three types of social adaptation: openness to friendship, utilitarian friendships, and (self-)isolation. Additionally, three teacher approaches (intervening, doubtful, and inattentive non-intervening) and their potential consequences for social adaptation were identified. Practical implications are discussed.

STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.

In line with contemporary views that problematise a stage-based approach to play, the study reported in this paper investigated the early forms of imaginary play of infants and toddlers. Results from two cohorts are presented in support of the genesis (11 infants; 1.1–2.0y; mean 1.6) and development of imagination as a psychological function (19 toddlers; 2.5–3.3ys; mean 2.9). Under the same conditions of an intervention of a Conceptual PlayWorld, the results show infants in imaginary situations gesturing imaginative intent, and the under three-year-olds engaged in more developed forms of imaginative play actions. Invited into imaginary play scenarios by educators, a dramatic tension between the infants' reality and their playing of reality was resolved through imitation, while the toddlers resolved emotional tensions in the drama of the imaginary play through emotional imagining (images). We concluded that there was a unique relationship between image formation, emotional imagining and the development of the psychological function of imagination. We argue that when imaginary play is made available to infants and toddlers that early forms of imagining are evident and suggest educators have a key role in creating conditions to support the development of imagination in group settings.

Developing children's mathematical problem-solving is important to promote children's deep understanding of mathematical concepts and future academic success. Acknowledging that play-based approaches can support mathematical learning, limited research explores how imaginative play creates conditions for children's mathematical problem-solving in the kindergarten period during the transition to school. To support children's mathematical problem-solving in this period, this study drew upon the cultural-historical concept of play and motives and adapted Li and Disney's (2021) Conceptual PlayWorld in mathematics (CPW) by conducting an educational experiment. This research investigated how CPW created motivating conditions in supporting children's learning motive in mathematical problem-solving in the kindergarten period during the transition to school. Video observations of teacher-child interactions during the CPW on the mathematical concepts of informal measurement of area and partial units were analysed. This study followed the focus child William's intentions and motives, revealing that CPW created motivating conditions for a dialectical transformation between play motives and mathematical learning motives. We argued that the collective and emotionally charged CPW encouraged children's continuous exploration of the dramatised mathematics problem, thus developing mathematical learning motives. The development of mathematical learning motive also contributed to play motive to engage with the play narrative. This study enriched the empirical evidence of the CPW approach, supporting kindergarten children's mathematical problem-solving in the kindergarten period during the transition to school.

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.

Field-based learning has been central to ecology education in supporting scientific inquiry and connecting learners with nature. However, pandemic-era campus closures have renewed debates regarding the role of virtual and immersive experiences. This Interactional Ethnography (IE) of a university-secondary school initiative in Hong Kong employs a sociomaterial lens to trace field-based learning interactions within and across physical and virtual spaces. Metaphors from social topology guided analysis of an ethnographic archive of classroom and field-based video records, learning artifacts, and interviews. Our analysis surfaces how and in what ways organisms act as agents in providing an essential anchor and recurring motif within and across interactions, contexts and settings in the enacted field-based design. While their ‘absence’ in the classroom and virtual environment constructs a sense of authenticity through the flickering metaphor of fire space, the material and semiotic resources in the field enable fluidity, opening possibilities for multiple, often serendipitous forms of relations, presences and dialogues that support diverse forms of knowledge and learning. By positioning field-based learning as varying sociomaterial assemblages centering on natural materials, we reconsider physical-virtual binaries and propose their designs as entangled human and non-human spatial relations that recognize and elevate the agency of natural materials.

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.

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.