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Translanguaging in elementary science
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 1) |
| Halaman | : | 1-27 |
| Abstrak | : | In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning. This study investigated one translingual science event in a fourth grade multilingual classroom focused on electrical phenomena. Expanding our prior study of a soil sample lab (Lemmi et al., 2021) this paper documented eight talk types that took place during the translingual exchanges during a snap circuit activity: (1) making comparisons, (2) asking and answering questions, (3) explaining, (4) giving directions, (5) making observations, (6) agreeing, (7) exclaiming, and (8) affirming. Our findings suggest that students’ translingual participation serves valuable academic and social roles in the classroom and should be considered an important contribution to science learning. This work has implications for the ways in which teachers can support meaningful translingual learning spaces in science through the use of manipulatives and explicit invitation of hybrid languages practices. It also calls for expanding the field understanding of the purpose of translanguaging in science education to disrupt monolingual norms. |
Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups
| Pengarang | : | Tammy Schellens, Hilde Van Keer, Martin Valcke |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 225-246 |
| Abstrak | : | This article describes the impact of learning in asynchronous discussion groups on students’ levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting – namely the assignment of roles to group members – on the other. Results indicate that a large part of the overall variability in students’ level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics – differences between the consecutive discussion themes – appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected. |
Racial Differences in Marriage and Childbearing: Oral History Evidence from the South in the Early Twentieth Century
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-6, MAY (No. 6) |
| Halaman | : | 1694-1718 |
| Abstrak | : | Using oral histories collected in 1938 and 1939 in the Southern United States, this article examines how African-Americans and whites viewed marriage and nonmarital childbearing. The authors document distinct racial differences in family norms and the sanctions that supported those norms. Giving birth outside a marital relationship was clearly not the stigmatizing event for African-Americans that it was for whites. The authors also found that African-Americans were more likely than whites to end marriages under similar conditions. These results suggest that debates about contemporary racial differences need to take into account the historical background, both cultural and demographic, of diverse groups. |
Specifying computer-supported collaboration scripts
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 211-244 |
| Abstrak | : | Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform. A standardization of collaboration scripts first requires a specification of collaboration scripts that integrates multiple perspectives from computer science, education and psychology. So far, only few and limited attempts at such specifications have been made. This paper aims to consolidate and expand these approaches in light of recent findings and to propose a generic framework for the specification of collaboration scripts. The framework enables a description of collaboration scripts using a small number of components (participants, activities, roles, resources and groups) and mechanisms (task distribution, group formation and sequencing). |
African-American Women in the Civil Rights Movement, 1954-1965: Gender, Leadership, and Micromobilization
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-6, MAY (No. 6) |
| Halaman | : | 1661-1693 |
| Abstrak | : | Through an analysis of gender in the civil rights movement, this article illustrates that the conceptualization of social movement leadership requires expansion. This study concludes that an intermediate layer of leadership is critical to the micromobilization of a social movement. This intermediate layer provides a bridge (1) between the social movement organization(s) and potential adherents and constituents, (2) between prefigurative and strategic politics, and (3) between potential leaders and those already predisposed to movement activity. The latter illustrates that mobilization does not always occur in a linear fashion (i.e., formal leaders mobilize and recruit participants). In the case of the civil rights movement, this intermediate layer of leadership was the primary area for women's leadership. |
Movements, Countermovements, and the Structure of Political Opportunity
| Pengarang | : | David S. Meyer |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-6, MAY (No. 6) |
| Halaman | : | 1628-1660 |
| Abstrak | : | Movement-countermovement interaction is an ongoing feature of contemporary social movements and, indeed, of contemporary politics. Yet the interplay of contending movements is understudied and undertheorized. This article begins to remedy this deficit by arguing that new work on political opportunity structure provides important insights and significant theoretical leverage for this study. Through a review of the literatures on countermovements and political opportunity, this article argues that this interaction increases when states enable but do not satisfy challengers. This article presents a general framework of theoretical propositions for understanding the interplay of movements and their opponents to animate and guide subsequent research. |
Organizing Integrity: American Science and the Creation of Public Interest Organizations, 1955-1975
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-6, MAY (No. 6) |
| Halaman | : | 1592-1627 |
| Abstrak | : | The power and prestige of science is typically thought to be grounded in the ability of scientists to draw strong distinctions between scientific and nonscientific interests. This article shows that it is also grounded in a contradictory act: the demonstration of the compatibility between scientific and nonscientific interests. Between 1955 and 1975, American political protest forced scientists to find ways to reconcile these contradictions. One way in which this reconciliation was accomplished was through the formation of public interest science organizations, which permitted the preservation of organizational representations of pure, unified science, while simultaneously assuming responsibilities to serve the public good. |
Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models
| Pengarang | : | Marc Stadtler, Rainer Bromme |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 191-210 |
| Abstrak | : | Drawing on the theory of documents representation (Perfetti et al., Toward a theory of documents representation. In: H. v. Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading. Mahwah, NJ: Erlbaum, 1999), we argue that successfully dealing with multiple documents on the World Wide Web requires readers to form documents models; that is, to form a representation of contents and sources. We present a study in which we tested the assumption that the use of metacognitive strategies is crucial to the formation of documents models. A total of 100 participants with little medical knowledge were asked to conduct an Internet research on a medical topic. Participants were randomly assigned to four experimental groups that received different types of metacognitive prompts: participants either received evaluation prompts, monitoring prompts, both types of prompts, or no prompts. A control group took paper-and-pencil notes. Results showed that laypersons receiving evaluation prompts outperformed controls in terms of knowledge about sources and produced more arguments relating to the source of information when justifying credibility judgments. However, laypersons receiving evaluation prompts were not better able to indicate the source of information after Internet research than controls. In addition, laypersons receiving monitoring prompts acquired significantly more knowledge about facts, and performed slightly better on a comprehension test. It is concluded that the results underline the importance of metacognition in dealing with multiple documents. |
The Color of Money and the Nature of Value: Greenbacks and Gold in Postbellum America
| Pengarang | : | Bruce G. Carruthers |
| Nama Majalah/Jurnal | : | AJS American Journal of Sociology |
| Volume / Edisi | : | 101-6, MAY (No. 6) |
| Halaman | : | 1556-1591 |
| Abstrak | : | Money measures value in market economies. Money's own value is socially constructed since people attribute worth to a medium whose physical characteristics are essentially irrelevant to its monetary role. Money works best when it can be taken for granted and its social construction is hidden. During the greenback era, two monetary alternatives (gold-based money and paper money) were debated, which raised many questions about the nature of monetary value. Using a "macrocultural" approach, we analyze the rethoric of greenbacker and bullionist writings to study the social construction and deconstruction of a taken-for-granted institution. |
Supporting collaborative learning and problem-solving in a constraint-based CSCL environment for UML class diagrams
| Pengarang | : | Nilufar Baghaei, Antonija Mitrovic, Warwick Irwin |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 159-190 |
| Abstrak | : | We present COLLECT-UML, a constraint-based intelligent tutoring system (ITS) that teaches object-oriented analysis and design using Unified Modelling Language (UML). UML is easily the most popular object-oriented modelling technology in current practice. While teaching how to design UML class diagrams, COLLECT-UML also provides feedback on collaboration. Being one of constraint-based tutors, COLLECT-UML represents the domain knowledge as a set of constraints. However, it is the first system to also represent a higher-level skill such as collaboration using the same formalism. We started by developing a single-user ITS that supported students in learning UML class diagrams. The system was evaluated in a real classroom, and the results showed that students’ performance increased significantly. In this paper, we present our experiences in extending the system to provide support for collaboration as well as domain-level support. We describe the architecture, interface and support for collaboration in the new, multi-user system. The effectiveness of the system has been evaluated in two studies. In addition to improved problem-solving skills, the participants both acquired declarative knowledge about effective collaboration and did collaborate more effectively. The participants have enjoyed working with the system and found it a valuable asset to their learning. |