Pub Date : 2022-01-01DOI: 10.1080/10508406.2022.2025813
Palmyre Pierroux, Rolf Steier, S. Ludvigsen
Abstract Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.
{"title":"Group creativity in adolescence: Relational, material and institutional dimensions of creative collaboration","authors":"Palmyre Pierroux, Rolf Steier, S. Ludvigsen","doi":"10.1080/10508406.2022.2025813","DOIUrl":"https://doi.org/10.1080/10508406.2022.2025813","url":null,"abstract":"Abstract Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"18 1","pages":"107 - 137"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80106678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/10508406.2022.2029127
Erica Halverson, K. Sawyer
In this special issue we argue that the arts are central to our understanding of learning and knowing and therefore of crucial importance to the learning sciences, even though our field is primarily known for its studies of learning in STEM fields. We see the origins of importance of the arts beginning about 20 years ago, when STEM education policy increasingly began to emphasize creative thinking. The increasing interest in STEM creativity is connected to the perceived economic need to foster creativity and innovation in graduates (e.g., OECD, 2008). This shift has provided a fruitful context to re-insert the arts into conversations about what counts in education as more than just decorative add-ons to make STEM learning more appealing to students. In fact, the arts can transform STEM teaching and learning by highlighting creativity, innovation, and problem solving as core practices (Stewart, Mueller, & Tippins, 2019). This special issue brings the arts to our learning sciences colleagues through a focus on creative practices both for their own sake and in how they connect to more familiar STEM learning outcomes. The four articles and the concluding commentary make intellectual contributions that bring together recent research developments related to creativity and the arts, including articles that analyze visual arts (in school classrooms), dance (in out-of-school learning environments), and architecture design (in a museum) as valued sites for learning. The arts play a large role in our goal, as learning scientists, to reimagine teaching and learning. Taking up Gloria Ladson-Billings’ call for a “hard reset” on education (2021), this special issue puts forward the bold claim that arts practices can serve as new models for learning that align with the latest learning sciences research. Arts practice provides us with new ways to advance cognitive, social, cultural, and historical perspectives on learning, showing ways to redesign learning environments that work for all children. We assembled this special issue in the spirit of
{"title":"Learning in and through the arts","authors":"Erica Halverson, K. Sawyer","doi":"10.1080/10508406.2022.2029127","DOIUrl":"https://doi.org/10.1080/10508406.2022.2029127","url":null,"abstract":"In this special issue we argue that the arts are central to our understanding of learning and knowing and therefore of crucial importance to the learning sciences, even though our field is primarily known for its studies of learning in STEM fields. We see the origins of importance of the arts beginning about 20 years ago, when STEM education policy increasingly began to emphasize creative thinking. The increasing interest in STEM creativity is connected to the perceived economic need to foster creativity and innovation in graduates (e.g., OECD, 2008). This shift has provided a fruitful context to re-insert the arts into conversations about what counts in education as more than just decorative add-ons to make STEM learning more appealing to students. In fact, the arts can transform STEM teaching and learning by highlighting creativity, innovation, and problem solving as core practices (Stewart, Mueller, & Tippins, 2019). This special issue brings the arts to our learning sciences colleagues through a focus on creative practices both for their own sake and in how they connect to more familiar STEM learning outcomes. The four articles and the concluding commentary make intellectual contributions that bring together recent research developments related to creativity and the arts, including articles that analyze visual arts (in school classrooms), dance (in out-of-school learning environments), and architecture design (in a museum) as valued sites for learning. The arts play a large role in our goal, as learning scientists, to reimagine teaching and learning. Taking up Gloria Ladson-Billings’ call for a “hard reset” on education (2021), this special issue puts forward the bold claim that arts practices can serve as new models for learning that align with the latest learning sciences research. Arts practice provides us with new ways to advance cognitive, social, cultural, and historical perspectives on learning, showing ways to redesign learning environments that work for all children. We assembled this special issue in the spirit of","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"96 1","pages":"1 - 13"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75912161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/10508406.2021.2023543
F. Solomon, Dionne Champion, Mariah Steele, Tracey Wright
ABSTRACT Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning environments provides a window into the range of resources available for physics exploration and illuminates possibilities for culturally relevant physics pedagogies. Methods We engaged in micro-ethnographic analysis of video of youth actions and interactions during collaborative activities that combined dance and dance-making practices with physics content. Findings Our findings show how (1) dance offered an embodied lens for physics investigation; (2) positioning movement as inquiry gave dancers access to an expanded vocabulary for sense-making; and (3) dance provided opportunities to bring in social and cultural resources as critical funds of knowledge. Contributions This article expands the view of funds of knowledge by reintroducing the body, movement, and embodied interaction as resources for learning and engagement and offers an expanded view of physics sense-making that includes cultural embodied resources and foregrounds Black girls, whose voices and experiences are often left out of learning research.
{"title":"Embodied physics: Utilizing dance resources for learning and engagement in STEM","authors":"F. Solomon, Dionne Champion, Mariah Steele, Tracey Wright","doi":"10.1080/10508406.2021.2023543","DOIUrl":"https://doi.org/10.1080/10508406.2021.2023543","url":null,"abstract":"ABSTRACT Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning environments provides a window into the range of resources available for physics exploration and illuminates possibilities for culturally relevant physics pedagogies. Methods We engaged in micro-ethnographic analysis of video of youth actions and interactions during collaborative activities that combined dance and dance-making practices with physics content. Findings Our findings show how (1) dance offered an embodied lens for physics investigation; (2) positioning movement as inquiry gave dancers access to an expanded vocabulary for sense-making; and (3) dance provided opportunities to bring in social and cultural resources as critical funds of knowledge. Contributions This article expands the view of funds of knowledge by reintroducing the body, movement, and embodied interaction as resources for learning and engagement and offers an expanded view of physics sense-making that includes cultural embodied resources and foregrounds Black girls, whose voices and experiences are often left out of learning research.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"73 - 106"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89539375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/10508406.2022.2029105
P. Seitamaa-Hakkarainen
This special issue addresses an important arena of learning that has been neglected by the Journal of the Learning Sciences; that is, “learning in and through arts” in the context of K–12 education. Although some forms of art education (e.g., visual arts, music, design, and technology) are a part of the curriculum in many countries, the educational potential of the arts for learning the creative skills and competences that are crucial for preparing young people for an innovation-driven knowledge society has not been sufficiently explored. The multifaceted articles included in the special issue demonstrate how learning in and through arts significantly expands the scope of knowledge-creating learning (Paavola & Hakkarainen, 2021) in secondary education. Such learning refers to the personal and collaborative processes of creating, sharing, and advancing shared objects, whether in reference to ideas, designs, projects, productions (e.g., performances), or practices being improved. I use here the term “knowledge” in the broadest possible sense to include what is explicit in written text or spoken discourse, implicitly and pre-reflectively informs experts’ creative habits and practices, underlies their motoric and operational competencies, and shapes their creative agency and identities (Hakkarainen, 2009). The arts are not a single discipline, but consist of many intersecting creative fields. Teaching and learning in arts in this special issue represent the visual (drawing, painting, and architecture) and performing arts (ballet and dance). Based on my review of the four articles included in the special issue, I have identified some common themes and recognized crucial differences in the art forms. My commentary is structured as follows: I first address the epistemic objects of arts learning; second, I reflect on the authentic disciplinary practices of art making; third, I consider the domain-specific and domain-general aspects of the learning arts; fourth, I consider the nonlinear pedagogy of learning arts; fifth, I discuss material embodiment; and finally, I observe the interaction between individual and collective processes
{"title":"Creative expansion of knowledge-creating learning","authors":"P. Seitamaa-Hakkarainen","doi":"10.1080/10508406.2022.2029105","DOIUrl":"https://doi.org/10.1080/10508406.2022.2029105","url":null,"abstract":"This special issue addresses an important arena of learning that has been neglected by the Journal of the Learning Sciences; that is, “learning in and through arts” in the context of K–12 education. Although some forms of art education (e.g., visual arts, music, design, and technology) are a part of the curriculum in many countries, the educational potential of the arts for learning the creative skills and competences that are crucial for preparing young people for an innovation-driven knowledge society has not been sufficiently explored. The multifaceted articles included in the special issue demonstrate how learning in and through arts significantly expands the scope of knowledge-creating learning (Paavola & Hakkarainen, 2021) in secondary education. Such learning refers to the personal and collaborative processes of creating, sharing, and advancing shared objects, whether in reference to ideas, designs, projects, productions (e.g., performances), or practices being improved. I use here the term “knowledge” in the broadest possible sense to include what is explicit in written text or spoken discourse, implicitly and pre-reflectively informs experts’ creative habits and practices, underlies their motoric and operational competencies, and shapes their creative agency and identities (Hakkarainen, 2009). The arts are not a single discipline, but consist of many intersecting creative fields. Teaching and learning in arts in this special issue represent the visual (drawing, painting, and architecture) and performing arts (ballet and dance). Based on my review of the four articles included in the special issue, I have identified some common themes and recognized crucial differences in the art forms. My commentary is structured as follows: I first address the epistemic objects of arts learning; second, I reflect on the authentic disciplinary practices of art making; third, I consider the domain-specific and domain-general aspects of the learning arts; fourth, I consider the nonlinear pedagogy of learning arts; fifth, I discuss material embodiment; and finally, I observe the interaction between individual and collective processes","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"116 1","pages":"138 - 149"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87690586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/10508406.2021.2008395
G. Dishon
ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe our thinking about educational technologies. Methods The paper is structured along three sets of relations, intended to support analyses that go beyond determinist or instrumental depictions of educational technologies: education-technology, human-technology, and human-education. Findings I outline three key characteristics of educational technologies’ function during the pandemic: they were central to the grammar of schooling, their use was widespread across social contexts, and was need-driven rather than innovation-driven. Contribution Accordingly, the paper suggests reorienting existing conceptualizations of educational technologies: (i) rethinking learning—avoiding the portrayal of technologies as solutions to educational problems and examining how they reshape learning; (ii) rethinking context—attending more to how socio-cultural, political, and historical features inform technological affordances; (iii) rethinking teaching—emphasizing adults’ role in mediating the normative commitments underlying technology-use, particularly in light of the dominance of commercial platforms and tools.
{"title":"What kind of revolution? Thinking and rethinking educational technologies in the time of COVID-19","authors":"G. Dishon","doi":"10.1080/10508406.2021.2008395","DOIUrl":"https://doi.org/10.1080/10508406.2021.2008395","url":null,"abstract":"ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe our thinking about educational technologies. Methods The paper is structured along three sets of relations, intended to support analyses that go beyond determinist or instrumental depictions of educational technologies: education-technology, human-technology, and human-education. Findings I outline three key characteristics of educational technologies’ function during the pandemic: they were central to the grammar of schooling, their use was widespread across social contexts, and was need-driven rather than innovation-driven. Contribution Accordingly, the paper suggests reorienting existing conceptualizations of educational technologies: (i) rethinking learning—avoiding the portrayal of technologies as solutions to educational problems and examining how they reshape learning; (ii) rethinking context—attending more to how socio-cultural, political, and historical features inform technological affordances; (iii) rethinking teaching—emphasizing adults’ role in mediating the normative commitments underlying technology-use, particularly in light of the dominance of commercial platforms and tools.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"9 1","pages":"458 - 476"},"PeriodicalIF":3.8,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76768789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/10508406.2021.2003801
Ty Hollett, Xinyun Peng, Susan M. Land
ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance (i.e., dance, athletic, drama), event (i.e., protest, sermon), or environment (i.e., classroom, makerspace) becomes charged as energy is evoked and circulated among bodies. Methods We describe eighteen months of video-recorded inquiry of teaching and learning in a weekly classical ballet variations class. We used interaction analysis to understand how sensations and energies move (among) bodies during learning. Findings Through our analysis, we show: 1) How mobile architectures form and dissolve, particularly as instructional time begins; 2) How audible expressions communicate energy and modulate ensemble learning and 3) How instruction transforms as the ensemble comes together and pulls apart. Contributions This paper contributes a deeper understanding of how learners attune to the relational complexity of learning. It offers accounts of the more-than-representational dimensions of embodiment and calls for further attention beyond the bodies of embodied learning (physical, gestural, tool-mediated dimensions) and toward the intensities, or energies, that those bodies produce together.
{"title":"Learning with and beyond the body: The production of mobile architectures in a ballet variations class","authors":"Ty Hollett, Xinyun Peng, Susan M. Land","doi":"10.1080/10508406.2021.2003801","DOIUrl":"https://doi.org/10.1080/10508406.2021.2003801","url":null,"abstract":"ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance (i.e., dance, athletic, drama), event (i.e., protest, sermon), or environment (i.e., classroom, makerspace) becomes charged as energy is evoked and circulated among bodies. Methods We describe eighteen months of video-recorded inquiry of teaching and learning in a weekly classical ballet variations class. We used interaction analysis to understand how sensations and energies move (among) bodies during learning. Findings Through our analysis, we show: 1) How mobile architectures form and dissolve, particularly as instructional time begins; 2) How audible expressions communicate energy and modulate ensemble learning and 3) How instruction transforms as the ensemble comes together and pulls apart. Contributions This paper contributes a deeper understanding of how learners attune to the relational complexity of learning. It offers accounts of the more-than-representational dimensions of embodiment and calls for further attention beyond the bodies of embodied learning (physical, gestural, tool-mediated dimensions) and toward the intensities, or energies, that those bodies produce together.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"27 1","pages":"43 - 72"},"PeriodicalIF":3.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91072309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/10508406.2021.1977646
Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne
ABSTRACT Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions. Methods Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009–2016), we examine moments of figuring science and identity in science. Findings Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time. Contributions This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science.
{"title":"Young women of color figuring science and identity within and beyond an afterschool science program","authors":"Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne","doi":"10.1080/10508406.2021.1977646","DOIUrl":"https://doi.org/10.1080/10508406.2021.1977646","url":null,"abstract":"ABSTRACT Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions. Methods Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009–2016), we examine moments of figuring science and identity in science. Findings Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time. Contributions This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"46 1","pages":"199 - 236"},"PeriodicalIF":3.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74132146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.1080/10508406.2021.1954521
A. Furberg, Kenneth Silseth
ABSTRACT Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.
{"title":"Invoking student resources in whole-class conversations in science education: A sociocultural perspective","authors":"A. Furberg, Kenneth Silseth","doi":"10.1080/10508406.2021.1954521","DOIUrl":"https://doi.org/10.1080/10508406.2021.1954521","url":null,"abstract":"ABSTRACT Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning. Methods The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives. Findings The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher. Contributions This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"6 1","pages":"278 - 316"},"PeriodicalIF":3.8,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74651824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.1080/10508406.2021.1977647
David Stroupe
ABSTRACT Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking across fields of research (education and philosophy), I describe how epistemic injustice can be utilized in education research to provide a shared analytical lens for examining curated sites of learning. I name four levels of interaction in which epistemic injustice can occur given their purposeful design by people with power: moment-to-moment interactions, micro (within a site), meso (between local sites) and macro (between sites and national/international policies and rhetoric). I describe how educators and researchers might disrupt epistemic injustice through the examination of curated learning sites and their personal ideas about knowledge. I also highlight tensions and dilemmas that might arise for educators and researchers when engaged in such work.
{"title":"Naming and disrupting epistemic injustice across curated sites of learning","authors":"David Stroupe","doi":"10.1080/10508406.2021.1977647","DOIUrl":"https://doi.org/10.1080/10508406.2021.1977647","url":null,"abstract":"ABSTRACT Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking across fields of research (education and philosophy), I describe how epistemic injustice can be utilized in education research to provide a shared analytical lens for examining curated sites of learning. I name four levels of interaction in which epistemic injustice can occur given their purposeful design by people with power: moment-to-moment interactions, micro (within a site), meso (between local sites) and macro (between sites and national/international policies and rhetoric). I describe how educators and researchers might disrupt epistemic injustice through the examination of curated learning sites and their personal ideas about knowledge. I also highlight tensions and dilemmas that might arise for educators and researchers when engaged in such work.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"31 1","pages":"317 - 334"},"PeriodicalIF":3.8,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77550827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10508406.2021.1966633
Yoana Omarchevska, A. Lachner, Juliane Richter, K. Scheiter
ABSTRACT Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.
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