scholarly journals Effects of Social Interaction on the Metacognitive Process in Science Learning: Student/Teacher Co- Construction and Model Evolution

2014 ◽  
Vol 55 (1) ◽  
pp. 95-108
Author(s):  
Ichiro WADA ◽  
Shinnya MORIMOTO
Keyword(s):  
Social Interaction ◽  
Student Teacher ◽  
Science Learning ◽  
Model Evolution

Building Community in Online Learning Environments

2021 ◽  
pp. 259-277
Author(s):  
Jason Anthony Singh
Keyword(s):  
Social Interaction ◽  
Student Teacher ◽  
School Science ◽  
Transactional Distance ◽  
High School Science ◽  
Student Interactions ◽  
Building Community ◽  
Classroom Communities ◽  
Science Classes ◽  
Activity Design

This self-study assesses the impact on classroom communities using distance learning activities. Five activities used in the author's high school science classes during the COVID-19 pandemic are analyzed based on a bilateral framework interweaving transactional distance (student-teacher interactions) and social interaction (student-student interaction). A reflective narration of activity development leads to a discussion of the effects of activity design on student-teacher and student-student interactions. The intersection between these interactions serves as a foundation for analyzing their impact on the classroom community. A predominant theme is the psychological separation students face when learning remotely and how activity design can intensify or diminish this perceived detachment. This chapter provides an exemplar for other educators to consider how transactional distance and social interaction play a role in the development of their own classroom communities.

scholarly journals Analysis of Effects of Social Interaction on Metavisualization in Science Learning

2015 ◽  
Vol 56 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Ichiro WADA ◽  
Rennri MIYAMURA ◽  
Hiroaki SAWADA ◽  
Shinnya MORIMOTO
Keyword(s):  
Social Interaction ◽  
Science Learning

scholarly journals Development of Positive Attitudes of Class V towards Learning Science

2019 ◽  
pp. 1-15
Author(s):  
Dorji Tenzin ◽  
Lham Tshering ◽  
Sangay Wangdi ◽  
Jamyang Choden
Keyword(s):  
Student Teacher ◽  
Teaching Strategies ◽  
Classroom Environment ◽  
Mixed Method ◽  
Science Learning ◽  
Class V ◽  
School Location ◽  
Student Teacher Relationship ◽  
Positive Attitudes ◽  
Attitudes Towards Science

Attitude of children towards science gained attractiveness among the researchers, mainly to influence students’ science learning, their achievements and participation in science class. Therefore, this study using mixed method examined the effects of parents or guardians involvement on attitude of students towards science, gender, teaching strategies, past achievement and student-teacher relationship and little on classroom environment and school location. A total of 18 students completed a questionnaire developed to examine the factors involving on attitudes of students to science. To further increase the authenticity of the quantitative findings, 11 students through judgmental selection took part in interview. The teaching strategies executed, past achievements, career choices and student-teacher relationship were positively correlated with attitude of students towards science. The study suggests that students attitude towards science can be improved by focusing on aforementioned reasons. Moreover, attitudes towards science higher classes can be improved by offering science only to interested, depending on the performance in previous grades.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Reduction of spermatogonia and testosterone in rat testes flown on space lab-3

1986 ◽  
Vol 44 ◽  
pp. 248-249
Author(s):  
Delbert E. Philpott ◽  
W. Sapp ◽  
C. Williams ◽  
T. Fast ◽  
J. Stevenson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Status ◽  
Population Size ◽  
Physiological Response ◽  
Social Rank ◽  
Reproductive Function ◽  
Testicular Development ◽  
Organ Weights ◽  
Reproductive Maturation ◽  
Metabolic Activities

Space Lab 3 (SL-3) was flown on Shuttle Challenger providing an opportunity to measure the effect of spaceflight on rat testes. Cannon developed the idea that organisms react to unfavorable conditions with highly integrated metabolic activities. Selye summarized the manifestations of physiological response to nonspecific stress and he pointed out that atrophy of the gonads always occurred. Many papers have been published showing the effects of social interaction, crowding, peck order and confinement. Flickinger showed delayed testicular development in subordinate roosters influenced by group numbers, social rank and social status. Christian reported increasing population size in mice resulted in adrenal hypertrophy, inhibition of reproductive maturation and loss of reproductive function in adults. Sex organ weights also declined. Two male dogs were flown on Cosmos 110 for 22 days. Fedorova reported an increase of 30 to 70% atypical spermatozoa consisting of tail curling and/or the absence of a tail.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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