Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers

Video is often used in professional development courses to sensitize mathematics teachers to students’ thinking and issues of classroom interaction. This article presents an approach that incorporates students’ perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers’ reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers’ sensitivity can be enhanced.     

Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children’s argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin’s Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin’s framework can contribute to (a) the study of “social relations”, and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström’s Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin’s framework intended for other purposes for use in science education research.     

Investigating cognitive change as a dynamic process / Investigar el cambio cognitivo como proceso dinámico

Abstract

In this introduction to the special issue ‘Dynamic aspects of cognitive development and learning’ we emphasize the current need for studies that address, in depth, the dynamic aspects of cognitive development and learning. We integrate cognitive development and learning into the concept of cognitive change. We then reflect on the scope and limitations of certain procedures that are implemented to turn these processes of cognitive change into limited objects of empirical research. This reflection will allow us to ask ourselves about the potential and validity of studies resulting from these procedures to inform educational and health-related practices. After presenting some methodological alternatives to explain cognitive change in a more productive way, we present the six studies that make up this special issue. The selection seeks to offer a rich repertoire of ideas; data collection, analysis and visualization methods; and evidence and explanations of situated processes of change in an evolutionary-educational arc extending from the first months of life in the context of familiar interactions, to adult learning.     

Retirement lifestyle conceptualization and well-being in recent retirees

ABSTRACT

The retirement literature contains four distinct conceptualizations of retirement lifestyle. Retirement can be seen as an opportunity to make a new start, the continuation of a pre-retirement lifestyle, an unwelcome imposed disruption, and a transition to old age. This research examines the conceptualizations of retirement lifestyle and how they relate to retirement adjustment and well-being in recent retirees (N = 173). A factor analysis confirmed the existence of four factors identifying four retirement conceptualizations. Although previous studies have presented retirement conceptualizations as mutually incompatible, significant relationships were found between them in this research, indicating that recent retirees can synchronously conceptualize seemingly distinct lifestyles. The cluster analysis identified three types of retirees in the sample. These types were labeled to reflect the prevailing retirement lifestyle concepts. The first type of retiree (N = 90) is “New beginning and continuation,” the second (N = 44) is “Imposed disruption without hope,” and the third is (N = 39) “Accepted disruption and ending.” The analysis of variance revealed the three types differ significantly in the level of satisfaction in retirement, subjective happiness, and life meaningfulness – with the highest level being found in the first retiree type and the lowest level in the second retiree type. The findings suggest that conceptualizations of retirement lifestyle change over time and affect psychological well-being in the recent retiree cohort. The theoretical and practical implications of the results are outlined.     

“The Day That Changed My Life,Again”: The Testimonio of a Latino DACAmented Teacher

This article, based on the testimonio of a Latino DACAmented teacher, underscores the impacts and benefits of immigration policies for individuals and their communities. Deferred Action for Childhood Arrivals (DACA) has benefitted about 750,000 people; most have used the benefits to pursue higher education and to enter public service careers, including teaching and nursing. Mr. Juárez’s testimonio walks us through his educational trajectory and current role as an educator. This testimonio contributes to current debates and struggles demanding the new U.S. presidential administration to maintain DACA. As researchers, we urge students, educators, policymakers, and the incoming administration to listen to the testimonios of DACA beneficiaries prior to making hasty decisions that will have dire consequences for individuals, families, and the nation, as a whole.     

‘Let's Save Energy!’: incorporating an environmental education dimension in the teaching of energy

A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed.     

Collaborative learning at the computer; How social processes ‘interface’ with human-computer interaction

In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.

The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.

Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.

     

Knowledge management research & practice: visions and directions

This editorial paper outlines key directions for knowledge management research and practice. The editorial team presents the results from a small survey of academics and practitioners about the present and future of knowledge management, and the editors include their own informed views on how this journal can help promote scholarly inquiry in the field.     

To shine or not to shine? – The relationship between environmental knowledge of preteens and their choice among plastic and non-plastic materials for a manual task

Abstract

Since education aims to offer applicable knowledge, studying knowledge–behavior relationship is of key importance in promoting environmental education. But there is scarcity of studies addressing the relationship between knowledge and real behavior choices. We examined the connection between environmental knowledge and behavior (self-reported and measured in an operative way) among 10-12-year-old students, with special focus on the potential mediating role of attitudes. The main research question was whether knowledge (measured with an achievement test) correlates with actual environmental behavior, and how mental accessibility of environmentalism is related to the relationship between knowledge and actual behavior (i.e. choosing a material for completing a manual task). The study with 325 persons revealed that although the positive connection between knowledge and self-reported behavior was fully mediated by environmental attitudes, knowledge was just slightly related to actual behavior, even when the topic of environmentalism appeared before the behavior choice. However, behavior was related to school, suggesting that school-level socialization (beyond the knowledge transfer) is highly influential in forming environmental behavior. The difficulties of studying actual behavior and implications of our findings for practitioners from the field of environmental education are discussed.