Learning Culture and Social Interaction最新文献

英文中文

Teaching and learning argumentative writing as critical thinking in an EFL composition classroom

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-01-22 DOI: 10.1016/j.lcsi.2025.100891

Qian Wang , George E. Newell

Despite the valuable contributions of research on teaching pre-set structures of argumentative writing to foster understanding of argumentation in English as Foreign Language (EFL) contexts, structural approaches alone may not provide students with the necessary flexibility as writers, readers, and thinkers. One response to this challenge is to employ critical thinking, which involves an approach to teaching and learning argumentative writing that encourages students to take critical positions in their writing, supported by relevant and cogent evidence. This study examines how an EFL teacher interprets and integrates critical thinking into argumentative writing instruction. Grounded in a theoretical framework that views argumentation from a social perspective, this study considers the social practices and interactional dimensions involved in learning to read and write. Through microethnographic discourse analysis, the study demonstrates how the instructor views critical thinking as the process of identifying and solving problem in argumentative writing and how the teacher employs targeted questions, peer discussions, and inquiry-based analysis to help students learn to argue. These findings may have important implications for argumentative writing pedagogy and writing teacher education in EFL settings, emphasizing the significance of integrating critical thinking skills into instruction to enhance students' ability to engage effectively in argumentation.

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引用次数: 0

Laughing together in supervision interaction

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-01-21 DOI: 10.1016/j.lcsi.2025.100888

Zhiying Jian

It is well known that laughter in conversation serves to manage delicacy or achieve solidarity. This study examines the shared laughter between students and supervisors during university supervision meetings. Drawing from 20 sequences of joint laughter, this conversation analytic study identifies patterns regarding how such joint laughter is achieved, the turn features of laughables that lead to it, and what the joint laughter accomplishes in the interaction. It is shown that joint laughter typically follows a laugh invitation or voluntary laughter responsive to a laughable turn, regardless of which party initiates it. In particular, misaligning actions significantly contribute as the source of laughables. Through joint laughter, participants demonstrate their equal affective stance regarding the laughable matter, and promote a more productive interaction. Overall, this study aims to enhance our understanding of supervision interactions by elucidating seemingly trivial phenomenon like laughing together. Data were collected in institutions in the UK, and all recorded interactions are in English.

引用次数: 0

Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning 调查高中学习者在协作学习过程中对共同调节和社会共享调节的贡献

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-22 DOI: 10.1016/j.lcsi.2024.100870

Sara Ahola, Jonna Malmberg, Hanna Järvenoja

The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that individual learners' contributions play. Therefore, the current study aims to explore how learners contribute to regulation in an authentic face-to-face CL setting. The study participants comprised 94 seventh graders. The context of the study was a physics course where participants were videotaped during their collaborative work across four 90-min lessons. Thirteen different contributions were identified based on detailed qualitative video analysis. The results from process models show that co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL) episodes commonly initiated in a similar manner and shared the most typical path in terms of the contributions. However, differences emerged, highlighting the central roles of guiding and following in CoRL, and sharedness and co-construction in SSRL. The study sheds light on how learner contributions should be considered while trying to understand regulation among CL groups.

在协作学习（CL）中，小组成员的参与对于实现共同目标至关重要。当合作学习过程中不可避免地遇到挑战时，重新掌控共同学习过程就需要小组成员的调节作用。然而，关于学习者如何为小组层面的调节做出贡献的研究却很有限。要了解小组协作情境中的调控表现，就需要了解学习者个人的贡献所发挥的作用。因此，本研究旨在探讨学习者如何在真实的面对面学习环境中促进调控。研究参与者包括 94 名七年级学生。研究的背景是一门物理课程，参与者在四节 90 分钟的课上进行合作学习时被录像。根据详细的定性视频分析，确定了 13 种不同的贡献。过程模型的结果表明，共同调节学习（CoRL）和社会共享调节学习（SSRL）事件通常以类似的方式启动，并且在贡献方面具有最典型的路径。然而，两者之间也出现了差异，突出了共同调控学习（CoRL）中的引导和跟随以及共同调控学习（SSRL）中的共享和共建的核心作用。这项研究揭示了在试图了解学习者群体之间的调节时应如何考虑学习者的贡献。

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引用次数: 0

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room 在幼儿活动室的共同注意互动中，研究同伴对教育者-婴儿同步性的动态系统影响

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-14 DOI: 10.1016/j.lcsi.2024.100868

Sarah Jacobson , Sheila Degotardi , Naomi Sweller

Joint attention is a crucial component of quality practice in infant–toddler early childhood education. Joint attention defines a social interaction in which infant and caregiver coordinate attention to engage with an object of interest. Mutual responsiveness within coordinated and creative joint action supports language and cognitive development. However, most joint attention research involves mother–infant dyads in laboratory playrooms or home environments with few distractions. Limited research in early childhood centres suggests joint attention is difficult to sustain in group settings. This study used a dynamic systems approach to operationalise educator–infant synchrony within dyadic and group joint attention interactions. Mutual responsiveness was coded as dyadic co-regulation states. Quantitative analysis of educator–infant co-regulation in relation to number of peers present identified symmetrical co-regulation as the preferred state of the system; however, its strength as an attractor diminished as group size increased. State space grid analysis of temporal dynamics within each interaction provided a more nuanced understanding of peers as perturbations. The structure of group activities and how educators divided their attention among infants were also influential factors. Increasing educators' awareness of the micro-dynamics of joint attention can enhance their ability to provide opportunities for collaborative learning experiences.

共同注意是婴幼儿早期教育优质实践的重要组成部分。共同关注是一种社会互动，在这种互动中，婴幼儿和照护者协调注意力，共同关注感兴趣的对象。在协调和创造性的联合行动中，相互响应有助于语言和认知能力的发展。然而，大多数联合注意研究都是在实验室游戏室或家庭环境中进行的，很少有分心的情况。在幼儿中心进行的有限研究表明，联合注意在群体环境中很难持续。本研究采用动态系统方法，在二人和集体共同注意互动中，对教育者与婴儿的同步性进行操作。相互响应被编码为两人共同调节状态。对教育者-婴儿共同调节与在场同伴数量的关系进行定量分析后发现，对称共同调节是系统的首选状态；然而，随着群体规模的增加，其作为吸引子的强度也随之减弱。通过对每次互动中的时间动态进行状态空间网格分析，可以更细致地了解作为扰动因素的同伴。小组活动的结构以及教育者如何将注意力分配给幼儿也是影响因素。提高教育者对共同关注的微观动态的认识，可以增强他们提供协作学习体验机会的能力。

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引用次数: 0

Authority and positionings in elementary mathematics: An interactional ethnographic approach 小学数学中的权威与定位：互动人种学方法

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-10 DOI: 10.1016/j.lcsi.2024.100866

Daniel Edelen , Sarah B. Bush , Janet Andreasen

In this interactional ethnographic investigation, one third grade elementary mathematics classroom served as a lens to develop an interactional understanding of authority negotiations between two students. Through a discursive analysis of one telling case, we demonstrate how students navigated classroom interactions by maintaining a relationship close to their teacher's positionings and through adhering to the co-constructed storylines of the classroom cultures in the making. Findings elucidate the ways students use the authority of the teacher in assigning mathematical competence during collaborative work. Future directions for research on understanding shared authority in mathematics education are considered.

在这项互动人种学调查中，我们以小学三年级的数学课堂为视角，对两名学生之间的权威谈判进行了互动式理解。通过对一个有说服力的案例进行话语分析，我们展示了学生是如何通过与教师的立场保持密切关系，并通过遵守共同构建的课堂文化故事情节来驾驭课堂互动的。研究结果阐明了学生在合作学习过程中利用教师权威分配数学能力的方式。研究还探讨了数学教育中共享权威的未来研究方向。

引用次数: 0

Peer interactions in 4/6-month-old infants: From motor development to multimodal communication 4/6 个月大婴儿的同伴互动：从运动发展到多模态交流

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-08 DOI: 10.1016/j.lcsi.2024.100869

Hélène Cochet, Flore Chéné, Michèle Guidetti

In the present study, infants between 4 and 6 months of age were observed in daycare centers, either on their own or in the presence of another infant. Our goal was to explore the potential continuity between motor activity observed in early social situations and communication development. In order to investigate the influence of body posture on the opportunities of interaction with social environment, we also compared two conditions: infants were lying on a playmat or seated in bouncers. Our results suggest that infants modified their posture, movements and gaze behavior in dyadic situations compared to situations alone, reflecting a multimodal social tropism. Moreover, infants' positioning influenced the modality they engaged in the relationship with the other. This work highlights the need to analyse multimodal characteristics of interactions and to add posture variations as a key variable to better understand how infants develop communicative intention toward their peers.

在本研究中，我们在日托中心对 4 到 6 个月大的婴儿进行了观察，观察对象可以是自己的婴儿，也可以是有另一个婴儿在场的婴儿。我们的目的是探索在早期社交情境中观察到的运动活动与沟通发展之间的潜在连续性。为了研究身体姿势对与社会环境互动机会的影响，我们还比较了两种情况：婴儿躺在游戏垫上或坐在摇椅上。我们的研究结果表明，与单独相处的情况相比，婴儿在两人相处的情况下会改变自己的姿势、动作和注视行为，这反映了一种多模态社交倾向。此外，婴儿的位置也影响着他们与他人交往的方式。这项研究强调，有必要分析互动的多模态特征，并将姿势变化作为一个关键变量，以更好地理解婴儿如何形成对同伴的交流意向。

引用次数: 0

Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile 学习社区中的平等对话和学生参与。智利科金博大区的案例

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-07 DOI: 10.1016/j.lcsi.2024.100867

Ignacia Palma Salinas

Scientific literature has shown that student participation has been mainly directed and instrumentalized by adults in schools, which implies a passive role for students. However, the research shows the existence of educational processes that encourage student participation through dialogue in Learning Communities. The aim of this article is to demonstrate the positive effects of dialogic learning through egalitarian dialogue on primary student participation in two Learning Communities in the Coquimbo Region. A qualitative case study with communicative methodology was employed. The data were collected using two techniques: communicative daily-life stories and communicative discussion groups. Results indicate that egalitarian dialogue enables students to participate in their learning processes, reach collective agreements, and engage in decision-making. It is concluded that dialogic learning positively affects student participation through egalitarian dialogue in the schools analysed.

科学文献表明，学生的参与主要是由学校中的成年人引导和利用的，这意味着学生的角色是被动的。然而，研究表明，存在着通过学习社区对话鼓励学生参与的教育过程。本文的目的是在科金博地区的两个学习社区中，展示通过平等对话进行对话学习对小学生参与的积极影响。本文采用了交际方法进行定性案例研究。数据收集采用了两种技术：交际性日常生活故事和交际性讨论小组。结果表明，平等对话使学生能够参与学习过程、达成集体协议并参与决策。结论是，在所分析的学校中，对话式学习通过平等对话对学生的参与产生了积极影响。

引用次数: 0

Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications 教师与儿童三方合作（再）讲故事中的代理权谈判：经验研究和方法论意义

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-09-20 DOI: 10.1016/j.lcsi.2024.100865

Niklas Pramling, Jenny Myrendal, Sofije Shengjergji

This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be formulated in terms of ‘authoring’ and ‘what story’ or ‘whose story’ is (to be) told. Adopting a sociocultural/dialogical perspective, we analyze the interaction in these triads, paying particular attention to shifts in the authoring of stories and in manifestations of stancetaking. The empirical data were gathered from two internationally profiled preschools in Sweden, involving 10 children aged 4–5 years who engage in multiple languages. The results clarify the continuous negotiation of agency in the activities. The results are discussed in terms of methodology and the importance of studying agency in a manner that captures it as dynamic, changing and evolving, rather than as reified possession, is emphasized.

本研究探讨了幼儿教育和保育（ECEC）在合作讲故事的背景下对儿童能动性的支持和响应。我们分析了幼儿教育和保育教师与成对儿童一起（重新）讲述他们从书本中了解到的故事的活动。与任何社会活动一样，理论上被称为 "代理 "的问题得以实现。就讲故事而言，可以从 "作者 "和 "讲什么故事 "或 "谁的故事 "的角度来表述。我们采用社会文化/对话的视角，分析了这三者之间的互动关系，尤其关注了故事作者和故事表达方式的转变。实证数据来自瑞典的两所国际幼儿园，涉及 10 名 4-5 岁使用多种语言的儿童。研究结果阐明了在活动中对代理权的持续协商。我们从方法论的角度对这些结果进行了讨论，并强调了以动态、变化和发展的方式，而不是以重新整合的占有方式来研究代理的重要性。

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引用次数: 0

Improving the quality of mathematical discussions: The impact of small-group scaffolding 提高数学讨论的质量：小组支架的影响

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-09-18 DOI: 10.1016/j.lcsi.2024.100858

Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie, Monique L.L. Volman

Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not (control condition). SGS teachers gave relatively more support than control teachers. SGS teachers also took various steps of the SGS Tool, whereas the control teachers mostly gave content support. Significantly more and qualitatively better mathematical discussions occurred in the SGS condition. We provide a qualitative illustration of two contrasting teacher–small-group interactions (one in the control condition and one in the SGS condition), followed by an analysis of the interaction processes associated with one student group in each class during one lesson.

指导小组完成数学任务对教师来说是一项挑战。在这项研究中，我们调查了使用一种帮助教师在数学讨论中为学生小组提供支架的工具（SGS 工具）是否会带来更多和质量更好的数学讨论。参与者包括来自两所学校的八名教师和 272 名七年级学生。五名教师使用了该工具（SGS 条件），三名教师没有使用（对照条件）。与对照组教师相比，SGS 教师给予的支持相对较多。SGS 教师还采取了 SGS 工具的各个步骤，而对照组教师主要提供内容支持。在 SGS 条件下进行的数学讨论明显更多，质量也更好。我们提供了两个对比鲜明的教师-小组互动（一个在对照组条件下，一个在 SGS 条件下）的定性说明，随后分析了每班一个学生小组在一节课上的互动过程。

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Voicing infant talk: Infant's agency in Spanish family interactions 婴儿说话的声音：西班牙家庭互动中的婴儿能动性

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-09-11 DOI: 10.1016/j.lcsi.2024.100857

Nieves Galera , David Poveda

In a moment in which society frequently legitimizes the narrative that young children are “goal-oriented”, “competent” and “agents”, this paper denaturalizes this core value through empirical examples of how agency is enacted in family practices in which parents and siblings animate infant “speech” (voicing), fortifying the child's active family membership. The paper draws from a multimodal, longitudinal, ethnographic study examining the language socialization of infants in Spanish middle-class families from Madrid. In dialogue with a relational approach to agency, voicing is analyzed to showcase how the social construction of babies' agency dynamically changes in different positions (e. g. between competence and vulnerability) and in different verbal and no-verbal attunements between babies and family members. As we consider the interactional and verbal routine of voicing, we also move to a more vaguely defined terrain of undervalued dimensions, such as infant vocalizations and other forms of multimodal and embodied communicative practices, as they co-occur in socio-material ensembles.

社会经常将幼儿是 "目标导向型"、"能干的 "和 "代理人 "的说法合法化，在这种情况下，本文通过实证实例说明了代理人如何在家庭实践中发挥作用，即父母和兄弟姐妹如何将婴儿的 "言语"（发声）变成现实，从而强化儿童的积极家庭归属感，从而将这一核心价值观非自然化。本文借鉴了一项多模态、纵向、人种学研究，考察了马德里西班牙中产阶级家庭中婴儿的语言社会化情况。通过与 "能动性 "的关系方法进行对话，对发声进行分析，以展示婴儿的 "能动性 "的社会建构是如何在不同的位置（如能力与弱势之间）以及婴儿与家庭成员之间不同的言语和非言语默契中发生动态变化的。当我们考虑发声的互动和语言常规时，我们也会转向一个定义更模糊的被低估的层面，如婴儿发声和其他形式的多模态和具身交际实践，因为它们共同出现在社会物质组合中。

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