Coding Classroom Interactions for Collective and Individual Engagement

Autor/inn/en	Ryu, Suna; Lombardi, Doug
Titel	Coding Classroom Interactions for Collective and Individual Engagement
Quelle	In: Educational Psychologist, 50 (2015) 1, S.70-83 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2014.1001891
Schlagwörter	Coding; Classroom Communication; Language Usage; Sociocultural Patterns; Mixed Methods Research; Discourse Analysis; Social Networks; Network Analysis; Science Education; Learner Engagement; Learning Motivation; Metacognition; Correlation; Persuasive Discourse + Suchen Sie Ihr Suchwort? Codierung; Programmierung; Klassengespräch; Sprachgebrauch; Soziokulturelle Theorie; Diskursanalyse; Social network; Soziales Netzwerk; Netzplantechnik; Naturwissenschaftliche Bildung; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Persuasion; Persuasive Kommunikation
Abstract	This article characterizes "engagement in science learning" from a sociocultural perspective and offers a mixed method approach to measuring engagement that combines critical discourse analysis (CDA) and social network analysis (SNA). Conceptualizing engagement from a sociocultural perspective, the article discusses the advantages of a mixed methodological approach, and specifically how mixed methods can expand and enrich our understanding of engagement in certain science learning situations. Through this sociocultural viewpoint, engagement is defined as meaningful changes in disciplinary discourse practice, which captures the dialectical relationship between the individual and collective. The combined use of CDA and SNA integrates an individual's relative position in a group with her situated language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01