A Commentary on Charles Goodwin's<i>Co-Operative Action</i>for Learning Scientists

Keifert, Danielle T.; Marin, Ananda

doi:10.1080/07370008.2018.1460845

Cited by 9 publications

(4 citation statements)

References 37 publications

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“…Important exceptions guide our thinking, both from within and outside the field. Goodwin's seminal research historicizes embodiment by examining the ways people create present action through the use and transformation of prior action (Keifert & Marin, 2018). Central to this work is the notion of substrates: the resources or material provided by prior actions that are re-used and modified to create something new (Goodwin, 2013).…”

Section: Theoretical Landscape and Toolsmentioning

confidence: 99%

Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories

Vossoughi¹,

Jackson²,

Chen³

et al. 2020

Journal of the Learning Sciences

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Studies of embodied cognition offer powerful accounts of the semiotic resources people use as they think together within different domains. Yet this research does not typically foreground the history of relationships within focal interactions-a history we have found to be consequential to the ways embodied actions unfold. Through ethnographic and interactional analysis of the assistance students received in a tinkering afterschool program and the forms of assistance they enacted over time, we show how children supported one another using embodied movements that were embedded in relational histories and imbued with pedagogical and ethical values. We substantiate these findings by introducing the range of embodied movements identified within the setting, followed by a detailed analysis of three cases spanning distinct time-scales (5 minutes, 1 week, 3 years). The cases help establish the construct of embodied pathways, which we define as courses of possible action involving participants' bodies and voices that model particular relations. We argue that the experience of receiving embodied assistance creates

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Section: Theoretical Landscape and Toolsmentioning

confidence: 99%

Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories

Vossoughi¹,

Jackson²,

Chen³

et al. 2020

Journal of the Learning Sciences

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“…When students needed support in debugging, noticing bugs was a multimodal interactional achievement (Goodwin, 2018; Keifert and Marin, 2018) between Gabrielle and her students. Learning to debug was a process of learning to notice, together, where Gabrielle pushed students to practice more authentic debugging processes.…”

Section: Discussion: Debugging With Students As Pedagogymentioning

confidence: 99%

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Elliott

Chakarov

Bush

et al. 2023

ILS

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Purpose The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays. Design/methodology/approach This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources. Findings This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future. Originality/value While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

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“…Goodwin's work has been distinctive in the breadth of its influence across differing social science disciplines and fields of inquiry: social, cognitive, and cultural psychology; ethnomethodology and conversation analysis in sociology; interdisciplinary workplace studies and social studies of science; semiotics; linguistics; communication studies; and “learning sciences” research in education (on this last, see the commentary in Keifert and Marin ). His article on professional vision in American Anthropologist (Goodwin ) is the most frequently cited article in the history of this journal.…”

mentioning

confidence: 99%

Charles Goodwin (1943–2018)

Erickson

2019

American Anthropologist

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Goodwin was a consummately skilled and imaginative analyst of the moment-by-moment conduct of social interaction face-to-face. Across his forty-year career, he developed an increasingly comprehensive theoretical account of the combination of diverse semiotic resources for meaning making in everyday social interaction, considering such interaction as an elementary form of social life-a primary site for human cultural evolution.

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A Commentary on Charles Goodwin'sCo-Operative Actionfor Learning Scientists

Cited by 9 publications

References 37 publications

Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories

Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Charles Goodwin (1943–2018)

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