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1.
In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this development. In this paper, we propose a novel approach to analyzing learning from an integrative perspective and present a social network analysis application that uses learner discourse as input data: Knowledge Building Discourse Explorer (KBDeX). To investigate the utility of this approach, discourse data analyzed in a previous study is re-examined through social network analysis supported by KBDeX. Results suggest that social network analysis can qualitatively and quantitatively support the conclusions from the previous study. In addition, social network analysis can reveal potential points that are pivotal for social knowledge advancement in groups, and can identify each individual's contribution to this advancement. On the basis of these results, we discuss how social network analysis could be integrated into existing in-depth discourse analysis.  相似文献   

2.
ABSTRACT

Complementing existing studies on religious tolerance education which have mainly evaluated interventions using pre–post designs, this article argues that discourse analysis can be a viable alternative methodology for generating new knowledge in this field. To illuminate the potentials of discourse analysis, the article also presents a case study of the application of this methodology in analysing a religious tolerance education project in an under-represented Global South country, Indonesia – where religious conservatism and intolerance are on the rise. Following the contact hypothesis, the project involved students from different religions working on a film-making group assignment about religious tolerance. Three key discourses drawn upon by students in giving meaning to religious tolerance within these films are identified, namely, a discourse of nationalism, tolerant theologies, and romantic love; and their implications are discussed with regard to the promotion of religious tolerance in education.  相似文献   

3.
This article reports on an exploratory project in which technology and dynamic social network analysis (SNA) are used for modelling classroom interaction. SNA focuses on the links between social actors, draws on graphic imagery to reveal and display the patterning of those links, and develops mathematical and computational models to describe and explain those patterns. Dynamic SNA extends SNA and builds on previous research on network change. Utilizing data from six videos from the TIMSS video study and a convenience sample of five observations of one teacher in a secondary school in the south of England, a methodology for dynamic SNA was applied to classroom interaction data. The results are in two ways relevant for this journal. Firstly, they show that recent developments in SNA might be usefully applied to furthering knowledge about the dynamics of classroom interaction. Secondly, the results provide an example of the use of tablet technology for fieldwork data collection.  相似文献   

4.
Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA).  相似文献   

5.
In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community. A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community. An example from an undergraduate course in physical chemistry is used to illustrate the methodology.  相似文献   

6.
Abstract

Through an asynchronous discussion group on the Internet, students were given opportunities to interact in a community of beginning preservice and inservice teachers. They questioned, argued, and negotiated issues generated from their experiences in an introductory educational psychology course and school‐based practicum. This paper reports findings from an investigation into the social dynamics of a technology‐mediated environment and the extent to which community‐building occurred. Using a discourse analysis approach, the data were analyzed to determine the extent to which a technology‐mediated discourse community reflects the five main features that characterize the ethos of classroom communities: respect among members with open exchange of ideas, individual responsibility with communal sharing, shifting roles among members, constructive discussion/making meaning, and a participation framework. Illustrations of each of these categories that demonstrate an overall sense of community among the participants are provided.  相似文献   

7.
ABSTRACT

Most of the research on argumentation in science education has documented the myriad flaws in students’ argumentation, and the difficulties teachers have organising productive arguments in the classroom. We apply a sociocultural framework to argue that productive argumentation emerges from a classroom culture in which its practice meaningfully serves classroom goals. We present a case study using interaction analysis to contrast two elementary teachers’ efforts to organise productive scientific argumentation in their classrooms. One teacher used discourse moves to orient students to each other’s contributions in ways the other did not, reflecting differences in underlying aims for collective versus individual sense-making. This analysis shows that connecting discourse practices specifically to a goal of collective sense-making promotes productive argumentation.  相似文献   

8.
This intrinsic case study examines art museum learning of elementary school students during a week-long visit at the Mackenzie Art Museum. Museums are informative institutions that provide opportunities for visitors to engage with self, others, and society. It is a unique place for visitors to learn beyond classroom settings. This project aims to analyse the discourse around art and understand how young learners utilise discourse as tools to make meaning during art museum visits. By examining learners' dialogues, the research investigated a meaning-making framework that incorporates strategies for negotiating insights in art museums. This study includes approximately 12 hours of video-recorded data and student artefacts. The data suggests learners engage and form new meanings through building and negotiating discourses with peers and museum educators. Different discourses and knowledge are valued and reinforced by members of the group. This study addresses the gap in children's meaning-making during art museum visits, illustrating their strategies to construct knowledge and bridge connections.  相似文献   

9.
Damian Spiteri 《Compare》2019,49(6):888-904
ABSTRACT

This study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings – in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably.  相似文献   

10.
This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes, and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used. We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings provide insight into how teachers are “seeing” classroom events in a video case study.  相似文献   

11.
This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented.  相似文献   

12.
This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.  相似文献   

13.
Relatively few models of good practice in feminist post-structuralist discourse analysis exist in current educational research. Drawing on a study of girls' and boys' speech in a secondary, mixed-sex classroom, the article aims to show that the use of feminist post-structuralist analysis can often be a tricky juggling act. On one hand, it aims to show the complexity of how girls are multiply positioned by competing classroom discourses as at times powerful and at other times powerless; on the other, it aims to reveal how and why girls can be silenced in particular classroom contexts. Such multiplicity in the analysis does not, however, undermine the use of feminist post-structuralism as a politically confident theoretical framework. On the contrary, it is argued that it can produce powerful insights about gendered discourse that may potentially transform educational practice.  相似文献   

14.
The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles.  相似文献   

15.
《Infancia y Aprendizaje》2013,36(72):95-113
Abstract

The metacognitive explanations of children interacting with an adult are analysed according to the micro-genetic method developed in Geneva by researchers in cognitive genetic psychology. Interactions took place with sixth graders in a situation of narrative writing in a classroom setting. A segmentation of interview sequences is based on significant units progressively constructed by the interlocutors. Results focus on the construction of discourse, the dynamics of the interactions, as well as on the effects of two types of interviews: a) proactive, conducted when the child starts on the draft of his/her text; and b) retroactive, assessing the draft and forseeing transformations for the final text.  相似文献   

16.
科学知识的学习和运用都发生在以语言为中介的课堂情境中,它是提升学生科学素养的有效方式。Soon C.Lee教授和Karen E.Irving副教授开发出CDAT表,是一种可用于帮助教师和教育者用科学推理的视角识别其课堂话语模式的课堂话语分析工具,CDAT分析也可作为教师专业发展的新型渠道。基于对CDAT的阐释与研究,我国中学科学课堂,要重视师生之间科学话语的使用和科学思维的培养,并启发教师根据自己课堂的话语模式,调整相应的教学策略和行为方式,以提高科学课堂的教学水平。  相似文献   

17.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.

Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.

Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.

Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).

Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.

Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.  相似文献   

18.
In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010  相似文献   

19.
ABSTRACT

Multimodality has been a growing research interest in the field of applied linguistics. With the actor-network theory as an analytic framework, the purpose of the present study was to explore how university students of Teaching English as a Foreign Language (TEFL) take advantage of both material and non-material semiotic resources while being involved in the process of developing classroom activities. Furthermore, the semiotic resources of these students including their language, gaze, and gesture were analyzed using systemic functional multimodal discourse analysis (SF-MDA). To do this, using an ethnomethodology, we videotaped the interaction of a group of 6 TEFL students developing materials, for the improvement of learners’ intercultural competence, on the topic of food. The findings indicated that the participants developed these materials as they interacted with each other, as human semiotic resources, as well as their digital tools, as non-human resources. In addition, while mainly expressing their mental processes, they also conveyed positive attitudes and built negotiation expanding space using their gesture with both fast and slow graduation. Their gaze was also engaged, directed at both the group members and objects developing the classroom activities.  相似文献   

20.
Abstract

Theory driven, data‐based, and empirical studies are needed to verify and solidify distance education's conceptual foundation. The project reported here had two main goals: 1) to empirically verify the concepts of transactional distance, structure, and dialogue, and 2) to develop a methodology for achieving the first goal. Drawing on three different fields—distance education, system dynamics, and discourse analysis—the project measured nine key variables in distance education. Results suggest that transactional distance varies by the rate of dialogue and structure, and demonstrate the value of system dynamics modeling for verifying theoretical concepts in distance education.  相似文献   

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