Pub Date : 2021-08-31DOI: 10.1080/10508406.2021.1964506
Tanmay Sinha
ABSTRACT Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on manipulating the problem-solving context with scaffolding strategies (failure-driven, success-driven, none) in an experimental study (N = 132), and (c) assess the extent to which affective states might explain learning. Findings Students exposed to failure-driven scaffolding show exclusive dynamics comprising shame, a self-conscious emotion associated with metacognitive and cognitive benefits. Failure-driven scaffolding also creates opportunities for relatively greater emotional displays of knowledge emotions (e.g., surprise, interest). Hostile emotions differentially impact learning in PS-I, with the incidence of anger and disgust showing positive associations and the incidence of contempt showing a negative association. Finally, pleasurable emotions (e.g., happiness) positively associate with isomorphic posttest performance but negatively associate with non-isomorphic and transfer posttests. Contribution Overt changes in facial movements reflective of students experiencing negative emotional states act as catalysts for learning.
{"title":"Enriching problem-solving followed by instruction with explanatory accounts of emotions","authors":"Tanmay Sinha","doi":"10.1080/10508406.2021.1964506","DOIUrl":"https://doi.org/10.1080/10508406.2021.1964506","url":null,"abstract":"ABSTRACT Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on manipulating the problem-solving context with scaffolding strategies (failure-driven, success-driven, none) in an experimental study (N = 132), and (c) assess the extent to which affective states might explain learning. Findings Students exposed to failure-driven scaffolding show exclusive dynamics comprising shame, a self-conscious emotion associated with metacognitive and cognitive benefits. Failure-driven scaffolding also creates opportunities for relatively greater emotional displays of knowledge emotions (e.g., surprise, interest). Hostile emotions differentially impact learning in PS-I, with the incidence of anger and disgust showing positive associations and the incidence of contempt showing a negative association. Finally, pleasurable emotions (e.g., happiness) positively associate with isomorphic posttest performance but negatively associate with non-isomorphic and transfer posttests. Contribution Overt changes in facial movements reflective of students experiencing negative emotional states act as catalysts for learning.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"69 1","pages":"151 - 198"},"PeriodicalIF":3.8,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80277340","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 : 2021-08-10DOI: 10.1080/10508406.2021.1936533
Matthew T. Hora, Ross J. Benbow, Changhee Lee
ABSTRACT Background Postsecondary institutions are expected to provide students with skills such as communication that are considered essential for success in school, work, and society. However, faculty are rarely trained to design courses that emphasize complex, cultural skills like communication, highlighting the need for professional development that adopts a sociocultural perspective on skills, teaching and faculty learning. Methods In this paper, we describe a mixed-methods study that aimed to document instructional practice based on decision-making interviews (n=25), classroom observations (n=20) and surveys (n=496) with faculty in two U.S. cities. Techniques used to analyze these data include inductive thematic analysis, social network analysis, and hierarchical linear modeling. Findings Results of the analysis include the identification of key elements of course planning – faculty predispositions, perceived affordances, and instructional goals—which dynamically interact to inform teaching practices. Classroom observations revealed a range of methods from lecturing to classroom debates. Results also highlight three factors that led to teaching decisions: prior experience in industry which sensitized faculty to employer needs, social networks, and student skills. Contributions The data contribute to research on skills-focused instruction, and we conclude the paper with a description of a socioculturally informed faculty development program based on study findings.
{"title":"A sociocultural approach to communication instruction: How insights from communication teaching practices can inform faculty development programs","authors":"Matthew T. Hora, Ross J. Benbow, Changhee Lee","doi":"10.1080/10508406.2021.1936533","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936533","url":null,"abstract":"ABSTRACT Background Postsecondary institutions are expected to provide students with skills such as communication that are considered essential for success in school, work, and society. However, faculty are rarely trained to design courses that emphasize complex, cultural skills like communication, highlighting the need for professional development that adopts a sociocultural perspective on skills, teaching and faculty learning. Methods In this paper, we describe a mixed-methods study that aimed to document instructional practice based on decision-making interviews (n=25), classroom observations (n=20) and surveys (n=496) with faculty in two U.S. cities. Techniques used to analyze these data include inductive thematic analysis, social network analysis, and hierarchical linear modeling. Findings Results of the analysis include the identification of key elements of course planning – faculty predispositions, perceived affordances, and instructional goals—which dynamically interact to inform teaching practices. Classroom observations revealed a range of methods from lecturing to classroom debates. Results also highlight three factors that led to teaching decisions: prior experience in industry which sensitized faculty to employer needs, social networks, and student skills. Contributions The data contribute to research on skills-focused instruction, and we conclude the paper with a description of a socioculturally informed faculty development program based on study findings.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"21 1","pages":"747 - 796"},"PeriodicalIF":3.8,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87524939","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 : 2021-08-06DOI: 10.1080/10508406.2021.1936532
A. Rainio, R. Hofmann
ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.
{"title":"Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing","authors":"A. Rainio, R. Hofmann","doi":"10.1080/10508406.2021.1936532","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936532","url":null,"abstract":"ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"23 1","pages":"707 - 746"},"PeriodicalIF":3.8,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73602897","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 : 2021-08-04DOI: 10.1080/10508406.2021.1954522
Jen Munson
ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms. Findings Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change. Contribution These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.
{"title":"Negotiating identity and agency amidst pedagogical change: The case of student push back","authors":"Jen Munson","doi":"10.1080/10508406.2021.1954522","DOIUrl":"https://doi.org/10.1080/10508406.2021.1954522","url":null,"abstract":"ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing on a comparative case study approach, the study examined the case of student push back moves in student-teacher discourse during nine sensemaking mathematics lessons in two fourth grade classrooms. Findings Analysis of the case of student push back moves shows how classrooms in pedagogical transition represent not a single coherent figured world, but multiple, clashing figured worlds. Students exercised agency to press the teacher to adhere to obligations to support sensemaking, thus supporting pedagogical change. Contribution These findings indicate the complexity of negotiations within transitioning classrooms, with implications for understanding how figured worlds evolve and the ways that students participate in pedagogical change.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"148 1","pages":"646 - 675"},"PeriodicalIF":3.8,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273358","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 : 2021-07-27DOI: 10.1080/10508406.2021.1936530
K. Nguyen, Flávio S. Azevedo, A. Papendieck
ABSTRACT Background: We investigate the nature of planning the canoeing of rapids and its reasoning processes, while at the same time advancing a syncretic approach to cognitive and situative theories of learning. Building upon the work of Lucy Suchman, we examine how canoers plan to run rapids and how plans serve as resources for action. Methods: In ethnographically-informed manner, we followed a team of canoers across various contexts of rapid scouting and running. By mounting video cameras on canoeing dyads’ helmets, we captured the team’s discursive construction of plans, how canoe partners took up the collective production of plans to elaborate their own plans, and how plans seemed to function as resources for canoeing action. Findings: Through the analysis of three episodes of rapid running, we articulate detailed descriptions of reasoning processes at the collective, canoeing dyad and individual levels, and draw relationships between them to explain observed canoeing performance in its full complexity. Contribution: We show that drawing on intersections, affinities, and complementarities between principles and theoretical constructs from both cognitive and situative theories of learning may achieve a more holistic, multi-level, and fine-grained description of knowing and learning as ongoing, at once collective and individual achievements.
{"title":"No longer an imaginary case: Community, plans, and actions in canoeing rapids","authors":"K. Nguyen, Flávio S. Azevedo, A. Papendieck","doi":"10.1080/10508406.2021.1936530","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936530","url":null,"abstract":"ABSTRACT Background: We investigate the nature of planning the canoeing of rapids and its reasoning processes, while at the same time advancing a syncretic approach to cognitive and situative theories of learning. Building upon the work of Lucy Suchman, we examine how canoers plan to run rapids and how plans serve as resources for action. Methods: In ethnographically-informed manner, we followed a team of canoers across various contexts of rapid scouting and running. By mounting video cameras on canoeing dyads’ helmets, we captured the team’s discursive construction of plans, how canoe partners took up the collective production of plans to elaborate their own plans, and how plans seemed to function as resources for canoeing action. Findings: Through the analysis of three episodes of rapid running, we articulate detailed descriptions of reasoning processes at the collective, canoeing dyad and individual levels, and draw relationships between them to explain observed canoeing performance in its full complexity. Contribution: We show that drawing on intersections, affinities, and complementarities between principles and theoretical constructs from both cognitive and situative theories of learning may achieve a more holistic, multi-level, and fine-grained description of knowing and learning as ongoing, at once collective and individual achievements.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"38 1","pages":"529 - 575"},"PeriodicalIF":3.8,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88453713","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 : 2021-07-16DOI: 10.1080/10508406.2021.1940186
Lara Jasien, M. Gresalfi
ABSTRACT Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing. Methods: Drawing from a large corpus of video records capturing children’s point-of-view, we present a case study of hybridization with two purposively sampled 12-year-old friends—Aimee and Dia—interacting in an out-of-school mathematics playspace. We use interaction analysis to articulate grounded theories of hybridization. Findings: We present a thick description of how children hybridize their activity in out-of-school spaces and how such hybridization is consequential for engagement. Dia’s case illustrates how traditional norms and practices around authority and evaluation can lead to uncertainty and dissatisfaction, while Aimee’s illustrates how playful norms and practices can lead to exploration and pleasure in making. We argue that their school-based mathematics experiences and identities influenced these differences. Contribution: This report strengthens theoretical and methodological tools for understanding how activity and identity development in one context become relevant and shape activity in another by connecting analytic constructs of identity, framing, and hybridizing.
{"title":"The role of participatory identity in learners’ hybridization of activity across contexts","authors":"Lara Jasien, M. Gresalfi","doi":"10.1080/10508406.2021.1940186","DOIUrl":"https://doi.org/10.1080/10508406.2021.1940186","url":null,"abstract":"ABSTRACT Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing. Methods: Drawing from a large corpus of video records capturing children’s point-of-view, we present a case study of hybridization with two purposively sampled 12-year-old friends—Aimee and Dia—interacting in an out-of-school mathematics playspace. We use interaction analysis to articulate grounded theories of hybridization. Findings: We present a thick description of how children hybridize their activity in out-of-school spaces and how such hybridization is consequential for engagement. Dia’s case illustrates how traditional norms and practices around authority and evaluation can lead to uncertainty and dissatisfaction, while Aimee’s illustrates how playful norms and practices can lead to exploration and pleasure in making. We argue that their school-based mathematics experiences and identities influenced these differences. Contribution: This report strengthens theoretical and methodological tools for understanding how activity and identity development in one context become relevant and shape activity in another by connecting analytic constructs of identity, framing, and hybridizing.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"12 1","pages":"676 - 706"},"PeriodicalIF":3.8,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75216653","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 : 2021-07-09DOI: 10.1080/10508406.2021.1939029
Kristin A. Sendur, J. van Drie, Carla A. M. van Boxtel
ABSTRACT Background: This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning. Methods: Conducted as a quasi-experimental study, students in an experimental condition received explicit instruction in historical contextualization and other features of historical reasoning, while those in the control group participated in a version of the course without a focus on historical contextualization. Students’ historical reasoning was measured based on their argumentative document-based writing. Findings: Students’ in both the experimental and control groups significantly improved in all of the areas of historical reasoning that we measured. There was not a significant difference between the groups in the area of historical contextualization, but a further qualitative analysis demonstrated traces of the instructional approach in students’ writing. Unexpectedly, students in the experimental group were significantly better than the control group in terms of writing claims. Possible explanations for this finding are discussed. Contributions: This study makes contributions in terms of operationalizing and measuring written historical contextualization, particularly among L2 undergraduate students.
{"title":"Historical contextualization in students’ writing","authors":"Kristin A. Sendur, J. van Drie, Carla A. M. van Boxtel","doi":"10.1080/10508406.2021.1939029","DOIUrl":"https://doi.org/10.1080/10508406.2021.1939029","url":null,"abstract":"ABSTRACT Background: This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written historical reasoning. Methods: Conducted as a quasi-experimental study, students in an experimental condition received explicit instruction in historical contextualization and other features of historical reasoning, while those in the control group participated in a version of the course without a focus on historical contextualization. Students’ historical reasoning was measured based on their argumentative document-based writing. Findings: Students’ in both the experimental and control groups significantly improved in all of the areas of historical reasoning that we measured. There was not a significant difference between the groups in the area of historical contextualization, but a further qualitative analysis demonstrated traces of the instructional approach in students’ writing. Unexpectedly, students in the experimental group were significantly better than the control group in terms of writing claims. Possible explanations for this finding are discussed. Contributions: This study makes contributions in terms of operationalizing and measuring written historical contextualization, particularly among L2 undergraduate students.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"29 1","pages":"797 - 836"},"PeriodicalIF":3.8,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79137622","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 : 2021-06-25DOI: 10.1080/10508406.2021.1936531
Karen Brennan
ABSTRACT Background: A variety of self-directed opportunities to learn how to program are available to kids. But how do kids manage the motivational and cognitive challenges of creating projects? Methods: I examined this question in the context of kids working at home with the Scratch programming environment, based on thematic analysis of semi-structured interviews with 30 young creators discussing their project development processes. Findings: Ten strategies were central to kids’ progress with their projects: experimenting, planning, compromising, persevering, taking a break, asking for help, studying projects, adapting projects, creating with others, and helping others learn. Drawing on structuration theory, which frames an individual’s purposeful actions as connected to the internal and external structures to which they have access, I recast these kids’ strategies as connected to three key structures—personal interests, access to others, and time—with both enabling and inhibiting effects. Contribution: This study contributes to decades-long conversations about self-directed learning, offering a new view into the relationship between structure and self-direction by applying structuration theory to informal computer science learning. It offers a set of structures to consider when designing in support of self-direction, and acknowledges the prior problem-solving strategies that learners may bring to new areas of learning.
{"title":"How kids manage self-directed programming projects: Strategies and structures","authors":"Karen Brennan","doi":"10.1080/10508406.2021.1936531","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936531","url":null,"abstract":"ABSTRACT Background: A variety of self-directed opportunities to learn how to program are available to kids. But how do kids manage the motivational and cognitive challenges of creating projects? Methods: I examined this question in the context of kids working at home with the Scratch programming environment, based on thematic analysis of semi-structured interviews with 30 young creators discussing their project development processes. Findings: Ten strategies were central to kids’ progress with their projects: experimenting, planning, compromising, persevering, taking a break, asking for help, studying projects, adapting projects, creating with others, and helping others learn. Drawing on structuration theory, which frames an individual’s purposeful actions as connected to the internal and external structures to which they have access, I recast these kids’ strategies as connected to three key structures—personal interests, access to others, and time—with both enabling and inhibiting effects. Contribution: This study contributes to decades-long conversations about self-directed learning, offering a new view into the relationship between structure and self-direction by applying structuration theory to informal computer science learning. It offers a set of structures to consider when designing in support of self-direction, and acknowledges the prior problem-solving strategies that learners may bring to new areas of learning.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"23 1","pages":"576 - 610"},"PeriodicalIF":3.8,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82155644","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 : 2021-06-24DOI: 10.1080/10508406.2021.1939028
J. Denner, Emily Green, Shannon Campe
ABSTRACT Background: Learning to program and success in computer science requires persistence in the face of challenges. This study contributes to research on the social context of learning by describing how children’s peer interactions can support or hinder the pair’s problem solving on the computer. Methods: Video recordings from eight pairs of middle school students programming a computer game are used to explore how working with a partner supports or hinders the pair’s persistence in the face of challenges, what we call intrepid exploration (IE). Findings: IE thrives when partners are responsive to each other both verbally and non-verbally, and when they switch driver and navigator roles to share and build on each other’s expertise. IE is hindered when partners engage in a power struggle that results in disengagement with each other and giving up on their goal. For pair programming to result in interactions that promote persistence, both students must be willing and able to embrace their assigned roles: the navigator supporting their shared goal, and the driver responding to their navigator. Contribution: The types of interactions described in this paper provide a tool for teachers to evaluate and support productive collaboration among novice pair programmers.
{"title":"Learning to program in middle school: How pair programming helps and hinders intrepid exploration","authors":"J. Denner, Emily Green, Shannon Campe","doi":"10.1080/10508406.2021.1939028","DOIUrl":"https://doi.org/10.1080/10508406.2021.1939028","url":null,"abstract":"ABSTRACT Background: Learning to program and success in computer science requires persistence in the face of challenges. This study contributes to research on the social context of learning by describing how children’s peer interactions can support or hinder the pair’s problem solving on the computer. Methods: Video recordings from eight pairs of middle school students programming a computer game are used to explore how working with a partner supports or hinders the pair’s persistence in the face of challenges, what we call intrepid exploration (IE). Findings: IE thrives when partners are responsive to each other both verbally and non-verbally, and when they switch driver and navigator roles to share and build on each other’s expertise. IE is hindered when partners engage in a power struggle that results in disengagement with each other and giving up on their goal. For pair programming to result in interactions that promote persistence, both students must be willing and able to embrace their assigned roles: the navigator supporting their shared goal, and the driver responding to their navigator. Contribution: The types of interactions described in this paper provide a tool for teachers to evaluate and support productive collaboration among novice pair programmers.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"3 1","pages":"611 - 645"},"PeriodicalIF":3.8,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88791188","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 : 2021-05-27DOI: 10.1080/10508406.2021.1936534
L. Jaber
ABSTRACT Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity—in ways that support student-centered instruction. Methods: Using a case study approach, I examine the learning journey of one preservice teacher, Keith, who after having expressed strong skepticism about responsive teaching, came to value and take up responsive teaching in his instruction. Findings: The analysis identifies epistemological and affective dynamics in Keith’s interactions with students and in his relationship with science that fostered his epistemic empathy. By easing his worries about arriving at correct answers, Keith’s epistemic empathy shifted his attention toward supporting students’ sensemaking and nurturing their relationships with the discipline. Contributions: These findings highlights teachers’ affective experiences in the discipline as integral to their learning how to teach; they also call attention to epistemic empathy as an important aspect of and target for teacher learning.
{"title":"“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning","authors":"L. Jaber","doi":"10.1080/10508406.2021.1936534","DOIUrl":"https://doi.org/10.1080/10508406.2021.1936534","url":null,"abstract":"ABSTRACT Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity—in ways that support student-centered instruction. Methods: Using a case study approach, I examine the learning journey of one preservice teacher, Keith, who after having expressed strong skepticism about responsive teaching, came to value and take up responsive teaching in his instruction. Findings: The analysis identifies epistemological and affective dynamics in Keith’s interactions with students and in his relationship with science that fostered his epistemic empathy. By easing his worries about arriving at correct answers, Keith’s epistemic empathy shifted his attention toward supporting students’ sensemaking and nurturing their relationships with the discipline. Contributions: These findings highlights teachers’ affective experiences in the discipline as integral to their learning how to teach; they also call attention to epistemic empathy as an important aspect of and target for teacher learning.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"124 1-2","pages":"433 - 465"},"PeriodicalIF":3.8,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72590788","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}
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