Learning Culture and Social Interaction最新文献

This article reports on a qualitative study investigating the construct of regulation within the context of small music ensembles in Higher Music Education (HME). A multiple-case study approach is chosen to explore the socio-emotional interactions and students' regulatory processes when confronted with socio-emotional challenges. The study relates group-level video observations of three ensembles (classical (2); jazz/folk/rock) with students' self-reported experiences (n = 11). The data were qualitatively analysed using theory-informed thematic and interactional analyses. The results showed differences between the ensembles with respect to the challenges experienced. Furthermore, the cross-case analysis suggested that the quality of interaction (i.e., positive vs. negative) had a direct impact on the wellbeing of the groups' socio-emotional climate and shared regulation. Positive interaction not only increased music students' likelihood of enjoying ensemble work but also had an influence on shaping their collective-oriented strategy use and creative output. In contrast, prolonged negative interaction was linked to lower motivation and decreased collaborative effort among group members. The use of humour and shared references, such as recording labels, emerged as recurring strategies employed by students as socio-emotional tools that facilitated social regulation.

Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of social anchoring and adjustment in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.

The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices in open classrooms, a setting where each student is typically occupied with his or her individual task. The analysis reveals two aspects of using touch that play an important role in the instructional practices of teachers as they control, guide, and support students working individually on their learning tasks: the use of touch as a resource for establishing and closing a local interaction space and the use of touch as an instructional resource. The embodied characteristics of this kind of individualised instruction presuppose and commit the participants to rather close bodily contact and ‘nested formations’ that are different from the teacher-fronted activities of the cohort teaching format.

Professional learning communities (PLC) are considered a rich environment for teacher professional development. Through a cross-case longitudinal analysis, using questionnaires, interviews and observations, we explored the effect of school context factors on the development of seven PLCs in Dutch secondary education. The study revealed the importance of a pro-active, stimulating role of the school leader, the presence of collective autonomy and skilled facilitators, the quality of the discourse, and the degree of organisation and structure of meetings for PLC development. Sufficient time and space were considered indispensable by all PLCs. The findings of this study confirm and extend current knowledge on how to stimulate PLC development. Recommendations to foster PLC development were formulated providing guidelines for those involved in the implementation, development, and sustainability of PLCs in schools.

Scientists imagine when thinking scientifically, often conceptualised as thought experiments (Albert Einstein), reconciling both the study of the universe and the molecular world (Stephen Hawking) or when engaging with complex ideas, such as in genetics when imagining going down a microscope to study genes (Barbara McClintock). These imaginings are important in science. But does imagination matter in science education? What is the role of imagination in science education in the early years of school? To answer this question, we undertook a cultural-historical study of 18 children (5.6–7.4yers mean 6.4) and 4 teachers who participated in an educational experiment of a Conceptual PlayWorld over 11 weeks. A total of 34.2 h of digital video data were recorded. The results show how imagination was brought to bear on the scientific problem of the relations between the earth, moon, and Sun. The complex science being imagined by children and teachers brought forward imaginary moments and situations as embodied actions, socially engineered affective imagining, common play problems for motivated conditions for science learning, and the need for creating tangible pivots. These conditions developed different expression of imagination: affective imagining, embodied imagining, amplified imagining, and collective imagining. We argue that complexity in science under the conditions of a Conceptual PlayWorld develops different forms of imagining, thereby contributing to a more nuanced understanding of imagination in science education.

This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions with objects among children aged 5, focusing on how children interact not only with other humans, but (with)in a material culture and environment. As the analysis illustrates, children ingeniously transform and use material (play) objects, including their positioning in the play space, to index affiliative or disaffiliative stances toward playmates. It is argued that children's local deployment of objects is germane to children's negotiation of their friendship relationships and is further related to the social hierarchy of the peer group, which is (re-)negotiated on a turn-by-turn basis. The practices under scrutiny are also relevant and an example of children's acquisition of various social skills: by locally playing with objects, children refine interactional strategies that allow them to competently manage their social bonds and networks in preschool.

The paper argues that (a) Machine Learning (ML) constitutes a cultural tool capable of learning through perceiving patterns in data, (b) the kind of learning ML is capable of nevertheless constitutes a more circumscribed kind of learning compared with how that concept has been interpreted in sociocultural (S-c) theory; and, (c) the development of ML is therefore further extending and distributing the complex relationship between human and machine cognition and learning. The paper explores these contentions by firstly, providing a broad-based account of the conception of cultural tools in S-c Theory. Secondly, offering a genealogy of ML, including the model of learning that underpins ML and highlights the challenge that a cultural too capable of some kind of learning presents for the extant S-c conception of a cultural tool. Thirdly, identifying the new human-machine working-learning problem the ML model of learning is generating. Finally, argues the concept of recontextualization offers a way to address that problem by providing a holistic perspective on the relationship between ML and IPL models of learning. In making this argument the paper distinguishes between the ML predictive and the Chat GPT answer to question(s) model of learning.

Participation in professional learning communities (PLCs) has enhanced teacher planning and curriculum implementation during the regular school day, but PLCs have not been studied in connection with after-school programs. This comparative case study investigated the interactions of Teacher-Coaches during after-school PLCs at two rural middle schools in the southeastern U.S. as they planned for STEM Clubs, asking: 1) How did the Pre-Club meetings develop the T-Coaches' community of practice (CoP) and what were their perceptions of their usefulness? and 2) What did STEM Club observations and T-Coaches indicate about the success of the clubs? The CoP social learning framework was used to assess PLC quality based on audio transcripts of Pre-Club PLC meetings and individual interview data. The Dimensions of Success (DoS) observation tool and interview data were used to understand club success. Pre-Club meetings were found to be essential for the development of the CoP (repertoire, mutuality, and enterprise). Absences at Teacher Professional Development changed the nature of the CoP and undermined STEM Club success, based on DoS ratings. Pre-Club meetings were vital to allow T-Coaches the time to plan for the clubs, develop relationships, and increase STEM club success. Conclusions and future research directions will be shared.

Participatory studies involving children are a growing topic of debate concerning research on early childhood education and care (ECEC). Developments in ethnographic methods and the use of video recordings to collect data have raised new challenges for researchers who study children regarding such issues as formal procedures for informed consent and obtaining children's assent to research encounters. A growing number of studies have explored children's and researchers' relationships, as well as the ethical aspects of research encounters. We contribute to this discussion by adopting a cultural-historical (wholeness) approach to research that involves children, partnering as researchers with a child participant. By using a cultural-historical approach, we analyzed a critical incident that involved a child's assent and dissent process through dynamic motive orientations. We focused on the importance of considering dynamic motive orientation as researchers navigate new ethical challenges. Our findings reveal that adopting a wholeness approach requires researchers to serve as activity partners, reflecting on and recalibrating their own motives and centering child participants in the research process.

The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: how do learners express relationship with the land in the restorying of their river trip experience? We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach.