Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural—Historical Activity Theory (CHAT) Framework

Yamagata-Lynch, Lisa C.

doi:10.1080/10508400701524777

Cited by 78 publications

(29 citation statements)

References 40 publications

(66 reference statements)

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“…Our experience from this study is that the use of AT as an analytical tool has been effective in identifying elements, relationships and tension crucial for determining the framing of science activities (cf. Edwards 2004;Yamagachi-Lynch 2007). By using the triangles as mental tools we were able to reveal structures in a vast amount of data.…”

Section: Discussionmentioning

confidence: 99%

Understanding preschool emergent science in a cultural historical context through Activity Theory

Sundberg

Areljung

Due

et al. 2015

European Early Childhood Education Research Journal

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The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children's interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.

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Section: Discussionmentioning

confidence: 99%

Understanding preschool emergent science in a cultural historical context through Activity Theory

Sundberg

Areljung

Due

et al. 2015

European Early Childhood Education Research Journal

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show abstract

“…Some challenges of using an activity system Activity systems analysis has been criticised for oversimplifying human psychology and complicating research without generalisable outcomes (Yamagata-Lynch, 2007). Although the original intention of an activity system is meant to be used descriptively, the findings in this study indicate that it can contribute to providing prescriptions in designing a learning environment and mediating strategies.…”

Section: Comparison Of High-and Low-performing Groupsmentioning

confidence: 92%

Applying an activity system to online collaborative group work analysis

Choi

Kang

2010

Brit J Educational Tech

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This study determines whether an activity system provides a systematic framework to analyse collaborative group work. Using an activity system as a unit of analysis, the research examined learner behaviours, conflicting factors and facilitating factors while students engaged in collaborative work via asynchronous computer-mediated communication. The online postings from the two highest and lowest performing groups of students during one semester were analysed, coded and reorganised. The coded postings of these four groups were then compared using an activity system to identify the difference in patterns of learner behaviours. The conflicting and facilitating factors that students encountered were identified as well. The findings provide implications for online collaborative learning environment design and mediating strategies. The study also addresses some of the challenges in using an activity system to analyse collaborative learning activities and provides suggestions for future research. IntroductionOnline learning has been expanded to harvest the benefits of traditional collaborative learning as studies show how collaborative learning results in significantly higher achievement and information retention than competitive or individual learning

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“…We employed Cultural-Historical Activity Theory or CHAT (Engeström, 2000;Leont'ev, 1978;Jonassen & Rohrer-Murphy, 1999;Yamagata-Lynch, 2003;Yamagata-Lynch, 2007;Yamagata-Lynch, 2010) and Interaction Hypothesis (Long, 1996) as our theoretical frameworks. Through its concepts of activity systems and its components (subjects, tools, object/goal, rules, community, and division of laborsee Figure 1), CHAT was used to make sense of how individual accountability as an activity in CL served as a medium of conscious learning in the EFL classrooms.…”

Section: Methodsmentioning

confidence: 99%

Individual Accountability in Cooperative Learning: More Opportunities to Produce Spoken English

Astuti

Lammers

2017

Indonesian J. Appl. Linguist

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The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners' improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence-the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.

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Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural—Historical Activity Theory (CHAT) Framework

Abstract: Journal of the Learning SciencesPublication details, including instructions for authors and subscription information:

Cited by 78 publications

References 40 publications

Understanding preschool emergent science in a cultural historical context through Activity Theory

Understanding preschool emergent science in a cultural historical context through Activity Theory

Applying an activity system to online collaborative group work analysis

Individual Accountability in Cooperative Learning: More Opportunities to Produce Spoken English

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