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The most effective element in conceptualization is social interaction, not source or modality: A new model of the conceptual development in children
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Tolga YıldızAbstractAre children's conceptualizations based on perceptual similarities or their learnings from others? The model proposed in this article, Setting up the Cage of Meaning (SCM), mainly defines conceptualization as the ability to organize mental representations through a series of top-down processes in social interaction. It also claims that conceptualization, in this way, reshapes our perceptual experiences. To test this model, a new block classification task was developed, which can be used with a tablet comp...
Source: Learning, Culture and Social Interaction - January 9, 2020 Category: Psychiatry & Psychology Source Type: research

From “newbie” to professional: Identity building and literacies in an online affinity space
This study shows how the support of the affinity space of a fandom encouraged this “newbie” to build his online identity as a “recognized expert” in crafting and also to become a more confident and competent English writer. (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - December 27, 2019 Category: Psychiatry & Psychology Source Type: research

When preschool girls engineer: Future imaginings of being and becoming an engineer
Publication date: Available online 18 December 2019Source: Learning, Culture and Social InteractionAuthor(s): Marilyn FleerAbstractNot a lot is known about how preschool teachers engage children in the future imaginings of engineering. What is known has primarily come from Northern American contexts, where the positive affordances for engineering education in preschools have been noted. What we do not know, is how the pedagogical practice invites girls into engineering activity settings in preschools, and if and how they are positioned to imagine a future self in engineering. The central problem reported is centered on how...
Source: Learning, Culture and Social Interaction - December 19, 2019 Category: Psychiatry & Psychology Source Type: research

Pragmatics, education and argumentation: Introduction to the special issue
Publication date: Available online 14 December 2019Source: Learning, Culture and Social InteractionAuthor(s): Chrysi Rapanta, Fabrizio MacagnoAbstractThe analysis of how context affects meaning, and how utterances affect a conversational situation is a fundamental and little acknowledged dimension of educational and argumentative dialogues. Pragmatics is presupposed by any discipline addressing how dialogic teaching affects learning or how argumentative dialogues can improve critical thinking skills. Pragmatics is underlying the study of arguments conceived not only as logical constructs but as means for resolving conflict...
Source: Learning, Culture and Social Interaction - December 15, 2019 Category: Psychiatry & Psychology Source Type: research

Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Teresa Morlà-Folch, Oriol Ríos González, Liviu-Catalin Mara, Carme García YesteAbstractHousing became a social problem in Spain after the beginning of the economic crisis in 2008, affecting not only adults but also children, and as we discuss here, their learning process due to their difficult situation. Thus, in this article we analyse the case of the Platform for People Affected by Mortgages in Tarragona, which chose to organise a unique learning space in January 2017 where children could do their homework and receive su...
Source: Learning, Culture and Social Interaction - December 11, 2019 Category: Psychiatry & Psychology Source Type: research

Analysis of the relationships between students' argumentation and their views on nature of science
Publication date: Available online 27 November 2019Source: Learning, Culture and Social InteractionAuthor(s): Marina Martins, Rosária JustiAbstractThe aims of this study are to discuss an alternative way to analyse the relationships between students' argumentation and their views on nature of science (NOS); and to apply such an analytical proposal to investigate relationships between the analyses of students' argumentative reasoning and their views of NOS expressed in a socio-scientific debate. The students' views on NOS are identified from the analysis of the content of their argumentative sentences in the light of recen...
Source: Learning, Culture and Social Interaction - November 29, 2019 Category: Psychiatry & Psychology Source Type: research

Making meaning of children's social interactions: The value tensions among school, classroom, and peer culture
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Shannon Audley, Svetlana JovićAbstractThe aim of this study is to examine prosocial and respect value tensions among three school stakeholders (the school mission, teachers, and students) to understand how values are created, maintained, and shared within the larger school socialization process. Utilizing dynamic narrating across three data sources, the school mission statement, teacher interviews, and children's written narratives, we focus on (1) what respect and disrespect values did each group of stakeholders (i.e., the s...
Source: Learning, Culture and Social Interaction - November 29, 2019 Category: Psychiatry & Psychology Source Type: research

“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons
In this study, we use data from an outdoor science setting where the teacher is not physically present to identify students' ways to act upon authoritative feedback. Our study shows that dialogic interactions among the students, which might be considered unacceptable behavior or off-topic activities, allow students to (temporarily) regain some level of control over the authoritativeness of teaching. The students use abusive language, humor and derision to oppose and degrade authoritativeness conveyed in the teacher's evaluative feedback in ways that would not be accessible to them with the teacher present. Simultaneously, ...
Source: Learning, Culture and Social Interaction - November 25, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: December 2019Source: Learning, Culture and Social Interaction, Volume 23Author(s): (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - November 19, 2019 Category: Psychiatry & Psychology Source Type: research

Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science
This study addresses that gap by examining the role of microexclusions, or affronts to sense of belonging and competence, in collaborative groups in 7th grade inquiry science classrooms. The qualitative analyses here involved videorecorded observations for 5 small groups of students participating in a semester-long series of inquiry life science units. A total of 19 observations were analyzed across the 5 groups. Five themes were identified across the groups: individualization or splitting of the group, adversarial interactions within the group, uneven access to regulatory roles within the group, lagging group members, and...
Source: Learning, Culture and Social Interaction - November 16, 2019 Category: Psychiatry & Psychology Source Type: research

Studying the relations between motives and motivation – How young children develop a motive orientation for collective engineering play
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Marilyn FleerAbstractThis paper reports on the results of a study that investigated how teachers and young children engage in engineering practices in an early childhood classroom. As an educational experiment (Hedegaard, 2008), the study followed two teachers and two classes over one year as they designed motivating conditions for children's engineering play through storying (Robin Hood) and imaginary PlayWorlds (Fleer, 2018). How children (5 were aged 5.9 years; 5.5–6.4 years and 8 were aged 5.1 years; 4.7–5.5 ye...
Source: Learning, Culture and Social Interaction - November 10, 2019 Category: Psychiatry & Psychology Source Type: research

Mechanisms of interest sustainment
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): E.M. Slot, J.P. Vulperhorst, L.H. Bronkhorst, R.M. van der Rijst, T. Wubbels, S.F. AkkermanAbstractSustaining an interest leads to a wealth of positive outcomes for adolescents. Whereas previous research has often attributed interest sustainment to deliberate reasons of the individual, one may argue that processes related to the daily routines and practices might also play a role in sustainment. The present study aims to provide a detailed and differentiated account of interest sustainment, which may shed light on how interest...
Source: Learning, Culture and Social Interaction - November 10, 2019 Category: Psychiatry & Psychology Source Type: research

Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Sylvia Rojas-Drummond, María José Barrera Olmedo, Ivonne Hernández Cruz, Maricela Vélez EspinosaAbstractThis qualitative study analyses the interplay between dialogic interactions, co-regulation and the appropriation of text composition abilities in Mexican primary school children. The report is a sequel to a broader, quantitative year-long study by Rojas-Drummond et al. (2016). The latter included 120 sixth-graders from two (experimental and control) schools. Both groups solved an individual and group pre- and post-interv...
Source: Learning, Culture and Social Interaction - November 9, 2019 Category: Psychiatry & Psychology Source Type: research

The potential of social learning in community gardens and the impact of community heterogeneity
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Nicole Rogge, Insa Theesfeld, Carola StrassnerAbstractCommunity gardening has become an international movement with a simultaneously growing scientific interest. This is due to the community gardens` multiple contribution to sustainable development, among other characteristics, through their educational role and potential for social learning. While there are several research papers expressing that social learning occurs in community gardens, there is a lack of examination covering how this social learning is taking place in de...
Source: Learning, Culture and Social Interaction - November 7, 2019 Category: Psychiatry & Psychology Source Type: research

Coding relevance
Publication date: Available online 29 October 2019Source: Learning, Culture and Social InteractionAuthor(s): Fabrizio MacagnoAbstractRelevance is one of the crucial criteria for assessing the quality of argumentation in education. In argumentation and education, relevance has never been analyzed or coded. While several theories have included in their analysis some indicators of cohesion or clarity, this characteristic of dialogue and discourse has never been addressed as a distinct phenomenon. This paper builds on the existing studies in linguistic and philosophy to advance criteria for assessing relevance, which in turn c...
Source: Learning, Culture and Social Interaction - October 30, 2019 Category: Psychiatry & Psychology Source Type: research