Learning Culture and Social Interaction最新文献_第3页

Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge 学生在生活技能教育中的合作意义建构：个人经验与理论知识的整合

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-09-03 DOI: 10.1016/j.lcsi.2025.100943

Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth

Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.

一些国家已将生活技能教育（LSE）纳入其学校课程，这反映了国际政策趋势。虽然教育总是超越单纯的学科掌握，但融入生活技能促使学校更密切地关注学生的个人生活和经历。其影响以及随之而来的机遇和挑战仍未得到充分探讨。采用社会文化和对话的方法，本研究考察了学生的个人经验与更传统的理论知识资源相交时的合作意义制造过程。实证背景是伦敦政治经济学院的一个项目，中学生参与了“青年、身份和归属”的主题。学生互动的微观分析表明，个人经历成为重要的中介手段，使学生能够集体探索和调用各种观点，同时促进参与和同伴支持。虽然理论资源向学生介绍了“授权”的概念，但个人经验和理论知识仍然脱节，而不是整合在一起。研究结果强调了在伦敦政治经济学院建立学生个人经验的重要性，同时也揭示了将个人经验与理论知识相结合的挑战——这是学生发展概念理解的一个组成部分。因此，这项研究提供了支持LSE促进或其他以个人经历为中心的教育环境的见解。

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引用次数: 0

Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings 处理视频媒介、跨国和协作任务设计会议中的不同反馈轨迹

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-09-02 DOI: 10.1016/j.lcsi.2025.100936

Fulya Çolak , Ufuk Balaman

This study investigates mutual pedagogical decision making among transnational groups of pre-service teachers (from Austria and Türkiye) involved in finalizing the design of telecollaborative tasks after receiving multimodal feedback from different teacher educators. Within the scope of a Virtual Exchange project, while the teacher educator from the Turkish university conducted a large-group, whole-class, video-mediated meeting offering feedback, the teacher educator from the Austrian university preferred delivering written feedback. Examining the screen-recordings of pre-service teachers' video-mediated meetings and the diverse feedback sources, we found that the divergent feedback trajectories provide opportunities for pedagogical design-related decision making and meaning negotiation for pre-service teachers. The findings also show the synergies between the multilayered frameworks of participation and engagement in situ and bring new insights into the interactional management of video-mediated learning environments.

本研究调查了跨国职前教师群体（来自奥地利和土耳其）在收到来自不同教师教育者的多模态反馈后，参与最终确定远程协作任务设计的相互教学决策。在一个虚拟交流项目的范围内，土耳其大学的教育教师组织了一个大型的、全班的、视频媒介的会议来提供反馈，而奥地利大学的教育教师更倾向于提供书面反馈。通过对职前教师视频会议的视频记录和不同反馈来源的研究，我们发现不同的反馈轨迹为职前教师的教学设计相关决策和意义谈判提供了机会。研究结果还显示了参与和现场参与的多层框架之间的协同作用，并为视频媒介学习环境的互动管理带来了新的见解。

引用次数: 0

Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy 超越二元：探索游戏世界教育学中的性别角色协商与教师调解

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-22 DOI: 10.1016/j.lcsi.2025.100937

Ade Dwi Utami

While extensive research has examined gendered play in early childhood, much of it has concentrated on teachers' gender beliefs, pedagogical practices, and the representation of gender in toys, media, and play materials. However, fewer studies have explored how children themselves conceptualise and negotiate gender roles within the dynamics of play, particularly in non-Western contexts. Concurrently, ongoing discourse persists regarding the origins of observed gender differences, whether they stem from biological factors or are socially constructed. Despite this, there remains a paucity of research on how gender is conceptualized by children within gendered play. This study aims to investigate how children engage with and internalize diverse gendered roles within playworld, a play approach adopted as an activity setting. From a dataset of 40 h of nine teachers and 38 children video observations during play, 11 h of data were analyzed for children-teacher interactions. The findings reveal how imaginary play environments afford children opportunities to explore and challenge traditional gender roles, thereby contributing to their gender identity. Furthermore, the study underscores the importance of teachers' responsiveness to children's perspectives on gender role tensions encountered during play. In its facilitation of children's gender identity development through play, playworld emerges as a pedagogical approach that underscores teachers' active role, supporting motive development while children negotiate gender tensions.

虽然广泛的研究考察了儿童早期的性别游戏，但大部分研究都集中在教师的性别信念、教学实践以及玩具、媒体和游戏材料中的性别表现。然而，很少有研究探索儿童如何在游戏动态中概念化和协商性别角色，特别是在非西方环境中。与此同时，关于观察到的性别差异的起源，无论是源于生物因素还是社会建构，正在进行的讨论仍然存在。尽管如此，关于性别是如何在性别游戏中被儿童概念化的研究仍然很少。本研究旨在探讨儿童如何在游戏世界中参与和内化不同的性别角色，游戏世界是一种作为活动设置的游戏方法。从9名教师40小时的数据集和38名儿童在游戏过程中的视频观察中，分析了11小时的儿童与教师互动数据。研究结果揭示了想象的游戏环境如何为儿童提供探索和挑战传统性别角色的机会，从而有助于他们的性别认同。此外，该研究强调了教师对儿童在游戏中遇到的性别角色紧张关系的看法作出反应的重要性。在通过游戏促进儿童性别认同发展的过程中，游戏世界作为一种教学方法出现，强调教师的积极作用，在儿童协商性别紧张关系时支持动机发展。

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引用次数: 0

The Science of the Child: The lost Soviet pedology movement and its echoes today 《儿童科学：失落的苏联儿童学运动及其今天的回响》

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-14 DOI: 10.1016/j.lcsi.2025.100925

Peter Smagorinsky

This essay details the assumptions behind the field of pedology, also known as the “Science of the Child,” which originated in the U.S. and Europe in the late 1800s and was taken up in the new Soviet Union in the early 1920s. This field aspired to investigate all aspects of human biology and social life to inform the creation of schools, and from these disparate investigations produce a whole understanding of situated human development, especially in childhood and adolescence. This ambitious educational research program lasted from the launch of the Soviet Union through the Pedology Decree of 1936, when it was outlawed during Stalin's Great Terror or Great Purge, and its practitioners were banished or put to death. This essay situates the Science of the Child in the context of Soviet Marxism and Stalinist totalitarianism, outlines its tenets, and reviews the ferocious critiques that Soviet authorities, including leading psychologists, used to obliterate the movement. The essay concludes with lessons available from this effort to create a comprehensive program of developmental research, and a reflection on how political bureaucracies may control educational research and practice through the imposition of ideological imperatives.

这篇文章详细介绍了儿童学领域背后的假设，也被称为“儿童科学”，它起源于19世纪末的美国和欧洲，并在20世纪20年代初被新苏联所接受。这个领域渴望调查人类生物学和社会生活的各个方面，为学校的创建提供信息，并从这些不同的调查中产生对人类发展的整体理解，特别是在儿童和青少年时期。这个雄心勃勃的教育研究项目从苏联成立一直持续到1936年的《教育学法令》，在斯大林的大恐怖或大清洗期间，它被取缔，它的实践者被驱逐或处死。这篇文章将儿童科学置于苏联马克思主义和斯大林极权主义的背景下，概述了它的原则，并回顾了苏联当局，包括主要的心理学家，用来抹杀这一运动的激烈批评。本文总结了从这一努力中获得的经验教训，以创建一个全面的发展研究项目，并反思了政治官僚机构如何通过强加意识形态命令来控制教育研究和实践。

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引用次数: 0

Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment 在教育实验中探讨中国幼儿园教师在数学教学中的问题

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-13 DOI: 10.1016/j.lcsi.2025.100938

Wenxuan Zhang, Liang Li, Leigh Disney

The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and professional developmental process during an educational experiment designed for teaching mathematics in a play-based context. Two Chinese kindergarten teachers, who worked with children aged 5 to 6 years, participated in the study. Focusing primarily on the emotional trajectory of one participant, referred to as Teacher Qing, the study applies Vygotsky's cultural-historical concepts of perezhivanie and crisis as its theoretical framework. Findings revealed that Teacher Qing's crisis moments, which arose during the implementation of a new pedagogical approach, served as crucial opportunities for her to address the theoretical problem of bringing play into mathematics concepts learning. The authentic and complex emotional experiences Teacher Qing navigated while teaching mathematics in a play-based context contributed significantly to understanding the pivotal role emotions play in shaping pedagogical practices. The educational experiment successfully addressed Teacher Qing's crisis moments and fostered pedagogical change by supporting her emotionally and cognitively. This study contributes to a deeper understanding of how perezhivanie can drive pedagogical change, offering valuable insights into processes that foster teachers' professional development.

教师的情感与认知的相互作用深刻地影响着教师的教学实践。以往关于幼儿园教师专业发展的文献强调实践的认知方面，缺乏对教师专业发展培训过程中情感体验的研究。本研究通过一项以游戏为基础的数学教学实验，探讨了一位中国幼儿园教师的情感体验和专业发展过程。两名中国幼儿园教师参与了这项研究，他们与5至6岁的儿童一起工作。该研究主要关注一位被称为清老师的参与者的情感轨迹，并将维果茨基的文化历史概念perezhivanie和危机作为其理论框架。研究结果显示，青老师在实施新教学方法过程中出现的危机时刻，为她解决将游戏引入数学概念学习的理论问题提供了重要机会。清老师在以游戏为基础的数学教学中所经历的真实而复杂的情感体验，对理解情感在塑造教学实践中的关键作用做出了重大贡献。教育实验成功地解决了清老师的危机时刻，并通过情感和认知上的支持促进了教学的变革。本研究有助于更深入地了解教师专业发展如何推动教学变革，为促进教师专业发展的过程提供有价值的见解。

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引用次数: 0

Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students 匿名但可问责：调查越南英语学生同伴反馈中的社会文化动态

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-11 DOI: 10.1016/j.lcsi.2025.100939

Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen

Academic writing is a core component of English language programs, and peer feedback has emerged as a pedagogical strategy to enhance students' writing proficiency and engagement. This study investigates the attitudes of English major students toward peer feedback in academic writing classes, using Sociocultural Theory as the analytical framework. Employing an explanatory sequential mixed-methods design, the study first surveyed 142 students to quantify general trends in attitudes, followed by semi-structured interviews with 12 participants to explore the sociocultural dimensions underpinning those attitudes. Findings indicate that while students generally perceive peer feedback as beneficial for their academic development, their engagement is notably shaped by sociocultural factors including face-saving norms, perceived proficiency hierarchies, and interpersonal relationship dynamics. Significantly, students strongly preferred anonymity in peer feedback to mitigate emotional discomfort and enhance objectivity. The study concludes that incorporating anonymous feedback mechanisms in peer review activities substantially addresses sociocultural constraints and improves student engagement, thus representing a key strategy for effective writing instruction in EFL contexts. These insights underscore the importance of culturally responsive pedagogical practices and provide clear implications for instructional design in writing pedagogy.

学术写作是英语语言课程的核心组成部分，同伴反馈已经成为提高学生写作水平和参与度的一种教学策略。本研究以社会文化理论为分析框架，探讨英语专业学生在学术写作课上对同伴反馈的态度。采用解释性顺序混合方法设计，该研究首先调查了142名学生，以量化态度的一般趋势，然后对12名参与者进行半结构化访谈，以探索支撑这些态度的社会文化维度。研究结果表明，虽然学生普遍认为同伴反馈有利于他们的学业发展，但他们的参与度明显受到社会文化因素的影响，包括面子规范、感知的熟练程度等级和人际关系动态。值得注意的是，学生在同伴反馈中强烈倾向于匿名，以减轻情绪不适，提高客观性。该研究的结论是，在同行评议活动中加入匿名反馈机制，实质上解决了社会文化限制，提高了学生的参与度，因此代表了在英语背景下有效写作教学的关键策略。这些见解强调了文化响应性教学实践的重要性，并为写作教学法的教学设计提供了明确的启示。

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引用次数: 0

Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding 促进儿童在课堂上的社交情感技能：探讨合作学习和教师脚手架的作用

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-06 DOI: 10.1016/j.lcsi.2025.100920

Sisilia Kusumaningsih, Jingjing Sun

Social-Emotional Learning (SEL) has been shown to promote children's academic success and positive social experiences in schools. Less is known, however, about how teachers can integrate SEL into instruction. To fill this gap, we examined whether Collaborative Reasoning, a peer-led discussion approach to collaborative learning, can be used in classrooms to facilitate children's development of social-emotional skills. We also investigated the role of teacher scaffolding on the development of such skills. Seventy-six 4th grade students and three teachers participated in a series of eight Collaborative Reasoning discussions. Using mixed-methods, we first coded children's social-emotional skills through summative content analysis of discussion transcripts and post-discussion interviews. Quantitative results showed that, of the five categories of social-emotional skills, children demonstrated decision-making, relationship building, and social-awareness skills; and over time, there was a significant increase in the decision-making and social-awareness skills. Using Epistemic Network Analysis (ENA), we then identified the pattern of association between teachers' scaffolding types and students' social-emotional skills. The ENA model showed that teachers' cognitive scaffolding is associated with students' decision-making while teachers' metacognitive scaffolding is linked with students' social awareness. This study demonstrated the potential of integrating Collaborative Reasoning into classroom instruction to promote children's social-emotional skills.

社会情绪学习（SEL）已被证明可以促进儿童在学校的学业成功和积极的社会体验。然而，关于教师如何将SEL融入教学，我们所知甚少。为了填补这一空白，我们研究了协作推理，一种以同伴为主导的协作学习方法，是否可以在课堂上使用，以促进儿童社会情感技能的发展。我们还调查了教师脚手架在这些技能发展中的作用。76名四年级学生和3名老师参加了一系列的8个协作推理讨论。采用混合方法，我们首先通过讨论记录的总结性内容分析和讨论后访谈对儿童的社交情感技能进行编码。定量结果表明，在五类社会情感技能中，儿童表现出决策、关系建立和社会意识技能；随着时间的推移，他们的决策能力和社会意识能力显著提高。利用认知网络分析（ENA），我们确定了教师脚手架类型与学生社交情感技能之间的关联模式。ENA模型显示，教师的认知支架与学生的决策相关，教师的元认知支架与学生的社会意识相关。本研究展示了将协作推理整合到课堂教学中促进儿童社交情感技能的潜力。

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引用次数: 0

Cultural knowledge of students for primary school teachers: A scoping review 小学教师的学生文化知识：范围检讨

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-07-28 DOI: 10.1016/j.lcsi.2025.100926

Dorien Petri , Margreet Luinge , Klaas van Veen , Annelies Kassenberg , Eddie Denessen

Primary school teachers can enhance their teaching and provide inclusive education by using their students' cultural knowledge. Cultural knowledge, however, is a broad term and is often used as an abstract concept. To make this more concrete, we identified, organized, and categorized the concept of cultural knowledge through a scoping review. A literature search was conducted in five databases, and we included 84 studies. We identified twelve domains related to the students themselves, their families, and their communities. For example, students' ethnic background, families' home characteristics, and cultural identity. By concretizing the domains, schools and teachers can delve into the cultural knowledge of students and enrich their teaching in multicultural settings. Additionally, this research contributes to a conceptual understanding of cultural knowledge, providing a foundation for further research and practical application in educational settings to improve teaching strategies in multicultural settings.

小学教师可以利用学生的文化知识来加强教学，提供全纳教育。然而，文化知识是一个广义的术语，经常被用作一个抽象的概念。为了使这一点更加具体，我们通过范围审查来确定、组织和分类文化知识的概念。我们在5个数据库中进行了文献检索，我们纳入了84项研究。我们确定了12个与学生自身、家庭和社区相关的领域。例如学生的民族背景、家庭家庭特征、文化认同等。通过将这些领域具体化，学校和教师可以深入挖掘学生的文化知识，丰富多元文化背景下的教学。此外，本研究有助于对文化知识的概念理解，为进一步研究和在教育环境中的实际应用提供基础，以改善多元文化环境中的教学策略。

引用次数: 0

The importance of ‘workarounds’ in simulation training – A case study of a first responder mass casualty incident MR simulation 模拟训练中“变通方法”的重要性——大规模伤亡事件MR模拟第一响应者案例研究

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-07-26 DOI: 10.1016/j.lcsi.2025.100924

David Sjöberg , Oscar Rantatalo , Rebecca Baxter , Lina Gyllencreutz

This study examines a Mixed Reality (MR) simulation aiming to train first responders for mass casualty incidents (MCIs). The focus is on how trainees and instructors use workarounds to address uncertainties, and technical glitches during the simulation. Advancements in MR offer new approaches to MCI training, either replacing or complementing traditional methods. Using observations, audio and video recordings, and interviews, we analysed interactions through Goffman's concepts of ‘frame,’ ‘footing,’ and ‘rules of irrelevance. Findings show that participants in this MR simulation use a range of workarounds, to deal with glitches that arise in the training system and uphold the simulation, bridging gaps between real-world tasks and the MR simulation. Workarounds can be understood through the participants' framings of the situation, and how they shifted footings and frames. Findings demonstrated the importance of considering which representation from real-world work practices needs to be included in the simulation to ensure workarounds do not hinder the intended learning objectives. To mitigate this risk, organisers, instructors, and trainees must develop and deepen their competencies and understanding of the pedagogical underpinnings of simulation practice. These insights underscore the importance of viewing MR simulations as distinct practices with their own logic and conditions.

本研究考察了混合现实（MR）模拟，旨在培训大规模伤亡事件（MCIs）的第一响应者。重点是学员和讲师如何使用变通方法来解决模拟过程中的不确定性和技术故障。磁共振技术的进步为MCI培训提供了新的方法，取代或补充了传统方法。通过观察、录音、录像和访谈，我们通过戈夫曼的“框架”、“立足点”和“无关规则”的概念分析了相互作用。研究结果表明，该核磁共振模拟的参与者使用一系列的解决方案来处理训练系统中出现的故障并维护模拟，弥合现实世界任务和核磁共振模拟之间的差距。通过参与者对情况的框架，以及他们如何转移基座和框架，可以理解变通方法。研究结果表明，考虑现实世界工作实践中的哪些表示需要包含在模拟中，以确保变通方法不会阻碍预期的学习目标，这是非常重要的。为了减轻这种风险，组织者、讲师和受训者必须发展和深化他们的能力和对模拟实践教学基础的理解。这些见解强调了将MR模拟视为具有自己逻辑和条件的独特实践的重要性。

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引用次数: 0

‘It opened a new teaching space for me’: Transforming higher education practice through digital education “它为我打开了一个新的教学空间”：通过数字教育改变高等教育实践

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-07-10 DOI: 10.1016/j.lcsi.2025.100922

Jelena Popov , Magda Pischetola , Giacomo Poderi , Jeppe Kilberg Møller

In-service teachers' professional development (PD) courses on digital education tend to be based on a restrictive idea of ‘knowledge transfer’ presupposing an application of course content into practice through a top-down and linear approach. In this paper, we adopt a broader conceptual perspective to examine the learning outcomes of an online/hybrid PD course developed through a design-based research project between 2020 and 2023 and attended by 98 participants from four Higher Education institutions in Denmark. We draw on the cultural-historical activity theory concepts of ‘recontextualisation’ and ‘construction/instantiation’ of the object of activity to analyse interviews with course participants (n = 15). The main findings reveal how the teachers engaged with the resources they encountered in the course to reshape their teaching practices by personalising these resources and adapting them to situated concerns. We identified three types of resources (knowledge, tools, and networks) that the teachers recontextualised to achieve transformation of their practices. This transformation happened in two ways: by reconstructing and remediating problem spaces in teaching, and by bringing about concrete solutions to both existing and newly formulated challenges. In this process, peer feedback and collective discussions were essential elements of the teachers' learning process. In conclusion we discuss the broader relevance of our findings for designing and evaluating online and hybrid digital education PD courses.

在职教师的数字教育专业发展（PD）课程往往基于一种限制性的“知识转移”理念，即通过自上而下和线性的方法将课程内容应用于实践。在本文中，我们采用更广泛的概念视角来研究在线/混合PD课程的学习成果，该课程是通过一个基于设计的研究项目在2020年至2023年间开发的，来自丹麦四所高等教育机构的98名参与者参加了该课程。我们利用文化历史活动理论的“重新语境化”和活动对象的“建构/实例化”概念来分析对课程参与者的采访（n = 15）。主要研究结果揭示了教师如何利用他们在课程中遇到的资源，通过个性化这些资源并使其适应所处的问题来重塑他们的教学实践。我们确定了三种类型的资源（知识、工具和网络），教师将其重新定位以实现实践的转变。这种转变通过两种方式发生：通过重建和修复教学中的问题空间，以及为现有的和新形成的挑战提供具体的解决方案。在这个过程中，同伴反馈和集体讨论是教师学习过程的基本要素。最后，我们讨论了我们的发现对设计和评估在线和混合数字教育PD课程的更广泛的相关性。

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引用次数: 0