Search

This presentation examines how children (7-9 years) negotiate scientific and visual meaning when they co-draw a science explanation. Research has shown that the process of drawing is beneficial for students’ meaning-making (Ainsworth et al. 2011) and reasoning (Tytler et al. 2019) in science. Still, previous studies predominately focus on drawing as product - not as process. As Wilmes and Siry (2021), we assume that science learning unfolds in interaction. Moreover, we employ a socio-material perspective on learning and communication (Barad 2007). Acting within a qualitative interpretative paradigm, we analyse video data from six primary school classrooms. Children’s task was to draw a science explanation in pairs. Our analysis focuses on how children engage in the drawing process. First, we excluded the video sound, focusing on whether children participate with pencil, gestures and gaze in the drawing. Second, we added sound, to identify children's discussions about visual and scientific meaning. We informed children and parents about the project before we asked for their consent to participate. During classroom visits, we recurrently asked for children’s consent prior to recording an event.Our preliminary findings show two ways of enacting the task: (1) Both children draw or (2) One child is the main “drawer”, while the other (2a) occasionally breaks in with their pencil, (2b) engages in the process with gaze and gesture but does not draw, or (2c) is not involved in the drawing process. The findings raise questions about how teacher can scaffold children to make co-drawing exercises a joint venture.

New Zealand’s economic growth continues to place major pressure on the trades sector. To meet future demand for qualified builders, plumbers, electricians, and engineers, trades education has become available at no cost to students for two years. To attract student interest further, tertiary institutions now offer courses in a range of delivery options. Blended learning (BL) is one of these delivery modes and involves a combination of traditional face-to-face and digitally mediated approaches. This research explored students’ dialogic activity in a BL environment, within a trades educational institution. The dialogues that emerged during trades training courses were examined in relation to a complex assemblage of elements, which included interactions between students and teachers, and the digital and materials artefacts in the BL environments. The research used an interdisciplinary lens, employing theories of socio-materialism and dialogism, to unpack forms of dialogic activity that emerged within the BL environment. That same lens was used to reveal the part that material and digital artefacts played in the emergent dialogic activity. Conducted as a multiple case study, the research involved observations of instructors and student participants from three Level 3 pre-apprentice trade programmes, which provided a wide range of data over the course of one semester. Datasets from Automotive Engineering, Electrical Engineering and Mechanical Engineering, as the three cases involved, were analysed to explore the contextual meaning of the learning dialogues and activities in action. The findings revealed that learning dialogues occur in multiple contexts and environments. Artefacts and their properties, BL designs, open and flexible learning spaces, environmental conditions, health and safety considerations, embodiment, multiplicity, mediation, and class culture, all have a significant influence on dialogic activity. The findings offer important insights about the link be

Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action., Las prácticas educativas contemporáneas han venido reclamando modelos pedagógicos que pongan en primer plano la flexibilidad, la agencia, la ubicuidad y la conectividad en el aprendizaje. A su vez, estos modelos están fomentando replanteamientos de la infraestructura educativa —con contornos físicos reconfigurados como espacios complejos novedosos en universidades, escuelas, museos y bibliotecas. Para entender la complejidad de estos espacios de aprendizaje innovadores se hace necesario reconocer que lo material y lo digital están interconectados. Es probable que un espacio “físico” de aprendizaje implique el uso de una amplia gama de tecnologías y, además de prestar atención a estas “tecnologías”, se debe comprender y explicar igualmente en qué sitios físicos se utilizan. Este artículo aborda la influencia de la materialidad en el aprendizaje, empleando un enfoque analítico que sitúa la actividad de aprendizaje como un proceso emergente. Tomando como base las teorías que realzan esa socio-materialidad en el aprendizaje y la perspectiva relacional que ofrece el aprendizaje en red, insistimos en la necesidad de adquirir un conocimiento más profundo de la interacción entre los aspectos físicos (materiales y digitales), conceptuales y sociales del aprendizaje, así como su influencia combinada en la actividad emergente. En el artículo se argumenta que, para alcanzar el éxito en el diseño de un aprendizaje innovador, los educadores necesitan desarrollar su capacidad para rastrear las intrincadas conexiones entre las personas, las ideas, las herramientas digitales y materiales y las tareas —a fin de ver el todo del aprendizaje en acción—.

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature. Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields. Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework. Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies. Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature. Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields. Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework. Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies. Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action., Las prácticas educativas contemporáneas han venido reclamando modelos pedagógicos que pongan en primer plano la flexibilidad, la agencia, la ubicuidad y la conectividad en el aprendizaje. A su vez, estos modelos están fomentando replanteamientos de la infraestructura educativa —con contornos físicos reconfigurados como espacios complejos novedosos en universidades, escuelas, museos y bibliotecas. Para entender la complejidad de estos espacios de aprendizaje innovadores se hace necesario reconocer que lo material y lo digital están interconectados. Es probable que un espacio “físico” de aprendizaje implique el uso de una amplia gama de tecnologías y, además de prestar atención a estas “tecnologías”, se debe comprender y explicar igualmente en qué sitios físicos se utilizan. Este artículo aborda la influencia de la materialidad en el aprendizaje, empleando un enfoque analítico que sitúa la actividad de aprendizaje como un proceso emergente. Tomando como base las teorías que realzan esa socio-materialidad en el aprendizaje y la perspectiva relacional que ofrece el aprendizaje en red, insistimos en la necesidad de adquirir un conocimiento más profundo de la interacción entre los aspectos físicos (materiales y digitales), conceptuales y sociales del aprendizaje, así como su influencia combinada en la actividad emergente. En el artículo se argumenta que, para alcanzar el éxito en el diseño de un aprendizaje innovador, los educadores necesitan desarrollar su capacidad para rastrear las intrincadas conexiones entre las personas, las ideas, las herramientas digitales y materiales y las tareas —a fin de ver el todo del aprendizaje en acción—.