Learning Culture and Social Interaction最新文献_第5页

Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten 疏离谈话的行为：幼儿园同伴谈话和幼儿-教师谈话的脱语境化

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-05-21 DOI: 10.1016/j.lcsi.2025.100909

Sara Zadunaisky Ehrlich

This study investigates how language is distanced from the immediate context in two interactional settings among kindergarten-aged children. Distancing acts involve shifts from concrete, immediate experiences to abstract discourse, using nominalizations and encompassing elements of decontextualized language such as metalinguistic talk. The study integrates ethnographic fieldwork and conversation analysis transcription methods. The dataset consists of recordings of two groups of 15 kindergarten children in secular education in Israel. The findings demonstrate that peer and teacher-child talk depict distancing and decontextualized language use. However, the function and mediation of distancing differ. In children-teacher talk, language is often examined as a goal in itself, with external framing such as the teacher's scaffolding and explicit questioning, promoting distanced language use. In peer talk, distancing is internally framed and naturally emerges, serving interpersonal and relational functions within the peer group. These findings suggest that both conversational contexts serve as complementary “opportunity spaces” (Blum-Kulka, 2005), and contribute to children's ability to engage in distancing acts, with each setting providing distinct and complementary opportunities. The study highlights that emergence of decontextualized language is not a binary skill but a gradual, context-sensitive process. It introduces the concept of “acts of distancing” as integral to the broader developmental trajectory of language decontextualization which becomes increasingly detached from immediate contexts through interaction shaped by the conversational partners.

本研究探讨幼稚园儿童在两种互动情境中，语言与即时情境的距离。疏离行为包括从具体的、直接的经验到抽象话语的转变，使用名词化和包含非语境化语言的元素，如元语言谈话。该研究整合了民族志田野调查和对话分析转录方法。该数据集由以色列两组15名接受世俗教育的幼儿园儿童的记录组成。研究结果表明，同伴和教师与儿童的谈话描述了距离和非语境化的语言使用。但距离的作用和中介作用各不相同。在儿童与教师的对话中，语言本身往往被视为一个目标，在教师的框架和明确的提问等外部框架下，促进了远程语言的使用。在同伴交谈中，距离是内在的，自然出现的，服务于同伴群体中的人际和关系功能。这些发现表明，这两种对话环境都是互补的“机会空间”（Blum-Kulka, 2005），并有助于儿童参与疏远行为的能力，每种环境都提供了独特的互补机会。该研究强调，非语境化语言的出现不是一种二元技能，而是一个渐进的、对语境敏感的过程。它引入了“距离行为”的概念，将其作为语言去语境化更广泛的发展轨迹的一部分，通过对话伙伴塑造的互动，语言去语境化越来越脱离直接语境。

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引用次数: 0

Exploring the collective agency of postgraduate students in an academic study group: A social network perspective 学术学习小组中研究生集体代理研究：社会网络视角

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-05-08 DOI: 10.1016/j.lcsi.2025.100908

Xiaodan Zhang , Yu Zhang

The pivotal role of agency in learning has been widely acknowledged. Whether learners can actively utilize social and cultural resources to facilitate the learning process is of great importance, particularly in the development of academic competence. However, scant attention has been paid to unveiling the social dimension of agency and thus the concept of collective agency. To fill this gap, the current study employed a social network analysis (SNA) approach, which centers on social relationships manifested in social interactions to explore the emergence and advancement of collective agency in an academic study group of postgraduate students at a Chinese university. We collected data on students' social interactions through questionnaires and qualitative interviews. The findings reveal that the participants were engaged in multi-layered interactions embedded in instrumental, expressive, and projective social relationships. These relationships served as affordances for them to make agentic choices and actions collectively, which significantly enhanced their academic growth. Finally, we propose a multi-layered model to better understand the fluctuations of collective agency, with a specific focus on the distinctive Chinese group learning style. The findings contribute to awareness of the role of social interactions in fostering collective agency during the pursuit of academic excellence.

代理在学习中的关键作用已得到广泛承认。学习者能否积极地利用社会和文化资源来促进学习过程是非常重要的，特别是在学术能力的发展中。然而，很少注意揭示代理的社会层面，从而揭示集体代理的概念。为了填补这一空白，本研究采用社会网络分析（SNA）的方法，以社会互动中表现的社会关系为中心，探讨集体代理在中国大学研究生学术学习小组中的出现和发展。我们通过问卷调查和定性访谈收集了学生社会互动的数据。研究结果表明，参与者参与了嵌入在工具性、表现性和投射性社会关系中的多层次互动。这些关系为他们集体做出代理选择和行动提供了支持，显著促进了他们的学术成长。最后，我们提出了一个多层模型，以更好地理解集体代理的波动，并特别关注中国独特的群体学习方式。这些发现有助于人们认识到，在追求学术卓越的过程中，社会互动在培养集体能动性方面所起的作用。

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引用次数: 0

Intercultural learning and mutual adaptation through social interaction: Perspectives from Malaysian hosts and Korean international students 社会互动中的跨文化学习与相互适应：来自马来西亚东道主与韩国留学生的视角

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-04-24 DOI: 10.1016/j.lcsi.2025.100907

Siak Bie Soh , Melissa Ling Lee Wong , Shin Pyng Wong

This study examines learning and adaptation in a short-term intercultural mobility programme in Malaysia from a non-Western perspective, focusing on Malaysian hosts and Korean international students. Qualitative analysis of interviews and group observations reveals that participants developed cultural knowledge, perceived positive personal qualities, engaged in intercultural socialisation through technology-mediated communication and navigated intra-group collectivist barriers in host-international student interactions. Findings extend Kim's cross-cultural adaptation theory and Wenger's Social Learning Theory by emphasising the dynamic, iterative nature of intercultural adaptation, where both host and international students engage in reciprocal, co-constructed learning. The study challenges the conventional focus on visitor adaptation and highlights how hosts in the dominant culture also acculturate, leading to a more mutual negotiation of cultural norms. These insights offer practical implications for higher education policies and practices, particularly in short-term mobility programs, to foster inclusive, dynamic intercultural learning that enhances meaningful cross-cultural interactions.

本研究从非西方的角度考察了马来西亚短期跨文化流动项目中的学习和适应，重点关注马来西亚东道主和韩国国际学生。访谈和小组观察的定性分析表明，参与者发展了文化知识，感知到积极的个人品质，通过技术介导的沟通参与了跨文化社交，并在东道国与国际学生的互动中克服了群体内的集体主义障碍。研究结果扩展了Kim的跨文化适应理论和Wenger的社会学习理论，强调了跨文化适应的动态、迭代性质，即东道国和国际学生都参与互惠、共同构建的学习。该研究挑战了对游客适应的传统关注，并强调了主导文化中的主人如何适应文化，从而导致文化规范的更多相互协商。这些见解为高等教育政策和实践提供了实际意义，特别是在短期流动项目中，以促进包容、动态的跨文化学习，促进有意义的跨文化互动。

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引用次数: 0

Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems 在一部关于塑料污染的过程剧中穿越时间——关于邪恶问题复杂性的教学中的时间性

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-04-15 DOI: 10.1016/j.lcsi.2025.100906

Kerstin Danckwardt-Lillieström, Maria Andrée, Carl-Johan Rundgren

The understanding of sustainability issues and preparedness to take action towards a sustainable future involves abilities to navigate between past, present, and future. This paper explores how the use of imaginary transitions in time – in the form of historying, and futuring in process drama – may afford student understanding of the wicked problem of plastics. The study draws on a design-based research study on process drama in upper-secondary school chemistry teaching which was conducted in collaboration with two teachers. During the process drama, the students and teachers travel in time to explore the uses of plastic; the motives and needs for using plastic as well as the consequences of plastic use in the form of plastic pollution today and in the future. The collected data consist of video- and audio recordings, which were analysed through qualitative content analysis that discerned how the students connected the temporalities, and which dimensions of the plastic problem were made visible in the temporal movements in the process drama. Our findings indicate that the temporal transitions made visible several dimensions of the plastic issue, and contributed to adding layers of complexity to the issue of plastics.

对可持续发展问题的理解和对可持续发展的未来采取行动的准备包括在过去，现在和未来之间导航的能力。本文探讨了如何使用想象的时间过渡——以历史和未来的形式在过程戏剧中——可以让学生理解塑料的邪恶问题。本研究借鉴了与两位教师合作进行的基于设计的高中化学教学过程戏剧研究。在过程剧中，师生穿越时空，探索塑料的用途；使用塑料的动机和需要，以及塑料在今天和未来以塑料污染的形式使用的后果。收集到的数据包括视频和音频记录，这些数据通过定性内容分析进行分析，以识别学生如何将暂时性联系起来，以及在过程戏剧的时间运动中可以看到塑性问题的哪些维度。我们的研究结果表明，时间的转变使塑料问题的几个维度可见，并有助于增加塑料问题的复杂性。

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引用次数: 0

Revealing student processes in a mathematics classroom: An in-depth instrumental case study 揭示数学课堂中的学生学习过程：深入工具性案例研究

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-04-03 DOI: 10.1016/j.lcsi.2025.100905

Ali Bicer , Fay Quiroz , Tugce Aldemir

This paper explores the creative processes that emerge in an elementary mathematics classroom and examines how the teacher incorporates creativity-directed practices. Using an instrumental case study approach, we analyzed the dynamics of creative engagement in mathematics lessons, considering whether this engagement occurred at the individual, collective, or both levels. The findings revealed that students had opportunities for creative involvement in both independent and collaborative settings. While the teacher's general instructional practices supported creative thinking, some challenges became evident. In particular, the teacher's limited understanding of how to foster creativity in mathematics posed obstacles to students' creative engagement. These findings highlight the need for professional development focused on mathematics-specific instructional strategies that help teachers better support students' creative thinking.

本文探讨了在小学数学课堂中出现的创造性过程，并考察了教师如何将创造性指导的实践结合起来。使用工具性案例研究方法，我们分析了数学课程中创造性参与的动态，考虑了这种参与是发生在个人、集体还是两个层面。研究结果显示，学生在独立和合作环境中都有创造性参与的机会。虽然老师的一般教学实践支持创造性思维，但一些挑战变得明显。特别是，教师对如何培养数学创造力的理解有限，这对学生的创造性参与造成了障碍。这些发现强调了专业发展的必要性，重点放在数学特定的教学策略上，帮助教师更好地支持学生的创造性思维。

引用次数: 0

Exploring the development of pre-service teachers' epistemic agency in Chinese University knowledge building community 中国大学知识建设社区职前教师认知代理的发展探讨

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-03-31 DOI: 10.1016/j.lcsi.2025.100904

Fuying Zhou , Shaoming Chai , Zhenhai He , Han Wu

Epistemic agency, the capacity to effectively engage with knowledge and understand its nature, is crucial for successful learning and problem-solving in today's complex world. This study explores the non-linear development of epistemic agency among pre-service teachers engaged in principle-based Knowledge Building (KB) activities on the Knowledge Forum (KF) platform within a Chinese university setting. By analyzing interaction data, notes, and reflective reports from 38 participants, the findings reveal a positive correlation between the development of epistemic agency and strategies for handling cognitive conflicts. The research highlights a transition from reliance on authoritative knowledge to confidence in personal KB, and from simplistic understanding of problems to critical thinking about complex issues. These insights provide empirical support for the design of teacher education curricula, emphasizing the importance of creating opportunities for pre-service teachers to manage cognitive conflicts, thereby fostering their growth in epistemic agency.

在当今复杂的世界中，认知代理，即有效接触知识并理解其本质的能力，对于成功学习和解决问题至关重要。本研究探讨了在中国大学知识论坛（KF）平台上从事基于原则的知识建设活动的职前教师认知代理的非线性发展。通过分析来自38名参与者的互动数据、笔记和反思报告，研究结果揭示了认知代理的发展与处理认知冲突的策略之间的正相关关系。这项研究强调了从对权威知识的依赖到对个人知识的信心的转变，从对问题的简单理解到对复杂问题的批判性思考的转变。这些见解为教师教育课程的设计提供了实证支持，强调了为职前教师创造管理认知冲突的机会的重要性，从而促进了他们在认知代理中的成长。

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引用次数: 0

Communities of practice in supporting collective sense-making for culturally nourishing schooling 支持集体意义的实践社区，以滋养文化的学校教育

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-03-11 DOI: 10.1016/j.lcsi.2025.100896

Rose Amazan , Sara Weuffen , Shanna Langdon , Tracy L. Durksen

This paper discusses the Culturally Nourishing Schooling Project (CNS) professional learning conversations (PLCs), which aim to support educators¹ in building collective thinking that promotes reform-minded teaching. Across one school year, educators at eight schools in the project voluntarily took part in a series of six or more PLCs with Aboriginal cultural mentors, Aboriginal staff, and project researchers to discuss contemporary scholarship around what it means to be a culturally responsive teacher. Using an established Communities of Practice framework, our qualitative analysis of these conversations illustrates the power of relationality in fostering collective sociopolitical awareness as a strategy to improve the educational experience of Aboriginal and Torres Strait Islander students.

本文讨论了文化滋养学校计划（CNS）的专业学习对话（plc），其目的是支持教育工作者建立集体思维，促进改革思想教学。在一个学年里，项目中八所学校的教育工作者自愿参加了一系列的六次或更多的课程，与土著文化导师、土著工作人员和项目研究人员一起讨论当代学术，围绕什么是一名对文化有反应的教师。利用已建立的实践社区框架，我们对这些对话的定性分析说明了关系在培养集体社会政治意识方面的力量，这是一种改善土著和托雷斯海峡岛民学生教育经验的策略。

引用次数: 0

Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions 引导情绪：儿童牙科互动中情绪的具身社会化

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-03-07 DOI: 10.1016/j.lcsi.2025.100895

Julia Katila , Enhua Guo , Asta Cekaite

In this study, we use video analysis of embodied interactions to examine the emergence of what we term emotion socialization choreographies—structured, embodied interactions that shape a patient's emotional displays and experiences. Our data comprise video recordings of authentic interactions from Chinese and Finnish pediatric appointments, involving patients aged six to 12 years, their caregiver(s), and healthcare professionals. We focus on the dynamics of embodied interaction and embedded emotion socialization, particularly in instances where patients exhibit a negative emotional response—such as crying—during dental procedures. Our findings reveal that through emotion socialization choreographies, the patient's body is guided by various tactile and verbal actions that influence how patients are expected to feel and express emotions to align with institutional behavior norms and allow dental procedures to proceed. We suggest that these moments are critical, as children are implicitly taught whether their emotional experiences and expressions are valued, through acts that either permit and validate or control and suppress them. Such orientations toward bodies and affective experiences at a micro-interactional level also impact how and what kinds of bodies and affective expressions are perceived as normatively appropriate in broader contexts.

在这项研究中，我们使用具身互动的视频分析来检查我们称之为情感社会化编排的出现-塑造患者情感表现和体验的结构化，具身互动。我们的数据包括来自中国和芬兰儿科预约的真实互动视频记录，涉及6至12岁的患者、他们的护理人员和医疗保健专业人员。我们专注于具体互动和嵌入情感社会化的动态，特别是在病人表现出消极情绪反应的情况下，如在牙科手术期间哭泣。我们的研究结果表明，通过情感社会化编排，患者的身体受到各种触觉和语言动作的指导，这些动作影响患者如何感受和表达情绪，以符合机构行为规范，并允许牙科手术进行。我们认为这些时刻是至关重要的，因为孩子们被含蓄地教导他们的情感体验和表达是否受到重视，通过允许和认可或控制和压制他们的行为。这种在微观互动层面上对身体和情感体验的取向也影响了在更广泛的背景下，身体和情感表达的方式和类型被认为是规范适当的。

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引用次数: 0

Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play 概念游戏世界对幼儿游戏小组的干预：为亲子集体想象游戏创造新条件

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-19 DOI: 10.1016/j.lcsi.2025.100894

Sonya Nedovic, Marilyn Fleer, Prabhat Rai

Research affirms that when parents play with their toddlers in imaginary scenarios, the play of these infants becomes more sophisticated. From a Vygotskian perspective, the development of imaginary play supports formation of conceptual thinking. However, the majority of Australian parents report low confidence in their ability to support play, and advocate the desire to receive education about how to achieve this. Community playgroup settings offer an opportunity for parent education to be delivered with over a third of Australian children enrolling in this institution before school entry age. Drawing upon a system of cultural historical concepts, this paper reports on how Fleer's Conceptual Playworlds (CPW), an evidence informed model for imaginary play involving adults and children to support conceptual development, was introduced as an intervention into playgroup practice. Over a 6 month period, researchers demonstrated how to implement the approach and recorded the family interactions of two toddlers aged 14 and 15 months. The data shows families engaged with new pedagogic practices supporting children's imaginary play in the collective. We report that as a result of this intervention, parents developed a motive orientation towards imaginary play which created conditions for toddlers to participate in collective imaginary play.

研究证实，当父母与学步儿童在想象场景中玩耍时，这些婴儿的游戏会变得更加复杂。从维果茨基的角度来看，想象游戏的发展有助于概念思维的形成。然而，大多数澳大利亚家长对自己支持游戏的能力信心不足，并表示希望接受有关如何实现这一目标的教育。社区游戏小组为开展家长教育提供了机会，超过三分之一的澳大利亚儿童在入学年龄前就进入了这一机构。弗莱尔的 "概念游戏世界"（CPW）是一种由成人和儿童共同参与的想象游戏模式，旨在支持概念发展。在为期 6 个月的时间里，研究人员演示了如何实施该方法，并记录了两名分别为 14 个月和 15 个月的幼儿的家庭互动情况。数据显示，家庭参与了支持儿童在集体中进行想象游戏的新教学实践。我们报告说，由于采取了这种干预措施，家长对想象游戏形成了一种动机导向，为幼儿参与集体想象游戏创造了条件。

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引用次数: 0

Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons 主体间性的话语参与：同步在线课程中生产性课堂谈话的语言-视觉关系研究

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-05 DOI: 10.1016/j.lcsi.2025.100892

Pengjin Wang , Chao Yang , Yuyao Tong , Gaowei Chen

In synchronous online environments, lesson delivery is restricted mainly to verbal (oral or spoken interactions, e.g., speaking using microphones) and visual (e.g., sharing PowerPoint slides) modes. Considering that classroom talk and visual display are essential semiotic sources, we investigated the synergy created by the combination of productive classroom talk and visual prompts to understand how teachers interact with students in a fully online environment. Multiple sources of data from two teachers and their students (n = 54) were triangulated, including student questionnaires, classroom talk transcripts, and teachers' visual prompts. We used questionnaire results to understand students' perception of classroom discourse, visualizations to uncover patterns in classroom talk, and multimodal conversation analysis to delve into the discrepancies between teacher's and students' situation definitions when encountering visual prompts. We found that, to a certain extent, the teachers effectively used productive classroom talk, and the students were discursively engaged in online lessons. Further, teachers' strategic use of talk helped build intersubjectivity during online lessons. The results suggest that teachers can leave space for dialogues by attending to students' cognitive processes and using productive talk moves to invite elaboration and reasoning. Additionally, teachers can design constructive tasks while reducing direct instruction in online lessons.

在同步在线环境中，课程交付主要限于口头（口头或口头互动，例如，使用麦克风讲话）和视觉（例如，共享PowerPoint幻灯片）模式。考虑到课堂谈话和视觉显示是必不可少的符号学来源，我们研究了富有成效的课堂谈话和视觉提示相结合所产生的协同作用，以了解教师如何在完全在线的环境中与学生互动。来自两位教师和他们的学生（n = 54）的多个数据来源进行了三角测量，包括学生问卷、课堂谈话记录和教师的视觉提示。我们使用问卷调查结果来了解学生对课堂话语的感知，使用可视化来揭示课堂话语的模式，使用多模态会话分析来深入研究教师和学生在遇到视觉提示时情境定义的差异。我们发现，在一定程度上，教师有效地使用了富有成效的课堂谈话，学生在网上课程中是话语性的。此外，教师对谈话的策略性使用有助于在在线课程中建立主体间性。结果表明，教师可以通过关注学生的认知过程和使用富有成效的谈话动作来邀请学生进行阐述和推理，从而为对话留下空间。此外，教师可以设计建设性的任务，同时减少在线课程中的直接指导。

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引用次数: 0