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In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Our study identifies the forms of agency that emerged in the collective discussions of the classroom community, evidencing pre-service teachers’ transformative agency, relational agency and epistemic agency. This study also shows that the negotiation and framing of agency, and acting as accountable authors, involves changes in teacher-student positions, such as crossing and transforming traditional expert-novice boundaries, as well as recognizing and crediting this crossing of boundaries. The methods and conditions for supporting students’ agency work in teacher education are discussed. 相似文献
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Kristiina Kumpulainen Anu Kajamaa 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1292-1307
This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video recordings of 9–12-year-old students' (N = 94) engagement in a technology-rich makerspace in a Finnish elementary school. The video data were transcribed and analyzed qualitatively using a multimodal interaction analysis. The sociomaterial movements were found to be displayed across a tension-laden continuum between (1) procedural activity—analysis and reflection; (2) individual activity—collaboration; (3) “doing school”—empowerment; and d) alienation—identification. Together, the study offers a potential approach for investigating and understanding the often overlooked workings of sociomateriality that constitutes students' emergent engagement and learning opportunities in science, technology, engineering and mathematics (STEAM) learning contexts. 相似文献
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Kristiina Kumpulainen Satu Vasama Marjatta Kangassalo 《International Journal of Educational Research》2003,39(8):793
This study examines the sociocultural trajectories of children's conceptual thinking in a technology-enriched early years science classroom (N=22). Of specific analytic interest is the intertextuality of children's science-related explanations constructed during adult–child dialogic interviews and peer-centred inquiry around a multimedia science-learning tool, PICCO. Following the sociocultural and discursive approach to conceptual thinking and learning, the study conceptualizes explanations as interactional achievements shaped by the sociocultural context of activity. Qualitative, micro-level analysis of video-taped and transcribed data covering a 5-month period shows that inquiry-based science learning activities, based on child-initiation and the application of technological tools, created a fruitful setting for the children's explanation construction around scientific phenomena. The children's explanations were found to draw on textual and material links, hands-on explorations, i.e. activity links, as well as on recounting events. These intertextual linkages functioned as tools for the children (a) to share and validate previous experiences as sources of knowledge, (b) to establish reciprocity with each other in meaning-making, (c) to define themselves as learners of science and as individuals with specific experiences and background, and (d) to construct, maintain and contest the cultural practices of what it means to do and learn science in the classroom. In all, the study illuminates the potential of intertextual analysis to reveal contextual insights into children's conceptual thinking mediated by the sociocultural context. 相似文献
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Jaakko Hilppö Lasse Lipponen Kristiina Kumpulainen Anna Rainio 《International Journal of Early Years Education》2016,24(2):157-171
This socioculturally informed study investigated children’s sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6–7) reflected on their everyday life with the help of photographs and drawings they made. Building on a situative and discursive take on the sense of agency, the results of this study highlight the different forms of the sense of agency talked into being in the focus groups. The results also provide evidence of the different activities within which children’s sense of agency was embedded. In addition, the study also engages with the notion of radical passivity to theoretically explore the borders of the concept of the sense of agency. In all, the study demonstrates the mundane side of children’s sense of agency and its subtle dynamics in day-to-day life in preschool. 相似文献
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The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergent strategies and verbal conceptualizations where negotiation did not lead to the construction of a shared understanding. In summary, the study demonstrates the power of microlevel process analyses in revealing the interpersonal dynamics of collaborative reasoning and shows how those dynamics mediate the learning opportunities in peer interactive dyads. 相似文献
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This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom. 相似文献
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OBJECTIVE: This follow-up investigation studied the extent of bullying among children aged 8 (Study 1) and 12 (Study 2), and measured the persistence of this behaviour. The relationship between bullying and psychological disturbance at these two time points was also studied. Furthermore, the relationships between bullying and some background factors were investigated. METHOD: 1268 children were studied at two time points using three different questionnaires. Parents filled out the Rutter A2 Scale, teachers the Rutter B2 Scale and children themselves the Children's Depression Inventory (CDI). RESULTS: Males outnumbered females at both time points among bullies, bully-victims (children who both bully and are victims) and victims. There was a clear difference between the genders among bullies and bully-victims, but the difference was quite minimal among victims. The number of children involved in bullying declined somewhat during the 4-year follow-up period, and a substantial number of children changed status, bullies became bully-victims for example. Nearly half the children involved in bullying in Study 2 had been involved 4 years earlier. Those children who were bully-victims in Study 1 were most commonly found to be still involved in bullying 4 years later. At both time points, children involved in bullying were found to have significantly more psychiatric symptoms than other children, and to be psychologically disturbed. Males and children from low SES families were more prone to continue to be involved in bullying over a 4-year period. CONCLUSIONS: Bullying is common among children, and in many cases lasts for years. Bully-victims are particularly at risk of remaining involved in bullying over longer periods. Also, children involved in bullying often have psychiatric problems and are disturbed. 相似文献
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Leskinen Jasmiina Kumpulainen Kristiina Kajamaa Anu Rajala Antti 《European Journal of Psychology of Education - EJPE》2021,36(4):1033-1053
This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,
and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.
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