Long-term development of learning activity: Motivational, cognitive, and social interaction

Lehtinen, Erno; Vauras, Marja; Salonen, Pekka; Olkinuora, Erkki; Kinnunen, Riitta

doi:10.1207/s15326985ep3001_3

Cited by 71 publications

(59 citation statements)

References 29 publications

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“…Extending the use of this metaphor, we have made two additional observations: First, that other communities can be added as they are encountered, just as we add books to our personal library; and second, that the life history-centered community can be thought of as bookends that support the collection and serve as indices by which events are interpreted and responses generated. This is similar to the stance taken by several educational researchers concerning the influence of personal meanings and perspectives on students' interpretation of and engagement in learning (e.g., Erickson & Schultz, 1992;Lamborn, Brown, Mounts, & Steinberg, 1992;Lehtinen, Vauras, Salonen, Olkinuora, & Kinnunen, 1995). Currently, we are investigating the influence of this life history-centered community on students' experiences in the program, and of the impact of these experiences on this bookend community once students return to them at the end of the summer (Richmond, 1999).…”

Section: Where Are Apprentices Learning About the Culture And Practicsupporting

confidence: 80%

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

Richmond

Kurth

1999

J. Res. Sci. Teach.

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The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty-seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7-week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program-embedded communities, which we identified as laboratory-centered, program-centered, and peer-centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677-697, 1999 Objectives and Theoretical Framework One of the recent themes in educational research is the extent to which what students learn about science in school reflects how scientific ideas develop and are pursued in the real world. This emphasis is largely indebted to sociocultural research in which student understanding of scientific concepts, including the ability to create scientific arguments, is seen not as a product of the individual's isolated construction of knowledge and understanding, but through the lens JOURNAL

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Section: Where Are Apprentices Learning About the Culture And Practicsupporting

confidence: 80%

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

Richmond

Kurth

1999

J. Res. Sci. Teach.

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“…This even intensified in challenging, unfamiliar or difficult, tasks. Although top-achieving students are typically highly task-oriented, irrespective of the nature of the learning environment (e.g., Lehtinen, Vauras, Salonen, Olkinuora, & Kinnunen, 1995), we may hypothesize that the game setting and the free space for joint problem solving increased intrinsic motivation and ontask behavior (cf. e.g., Turner, 1995).…”

Section: Discussionmentioning

confidence: 99%

Shared-Regulation and Motivation of Collaborating Peers: A Case Analysis

Vauras

Iiskala

Kajamies

et al. 2003

An International Journal of Psychological Sciences

Self Cite

116

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Little attention has yet been focused on the social nature of metacognition and motivation in adult-or peer-mediated learning, although reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. The present article presents a case analysis and focuses on (a) exploring if and how socially shared-regulation and (b) motivation and coping are manifested in high-ability, 4th grade students' peermediated learning in a technology-based game environment, specifically constructed to foster problem solving in mathematics. The case analysis supported the notion that peer-mediated learning can produce high-level learning and, also, transfer of learning. The key conditions for effective collaboration, task-orientation, and social and cognitive competencies, were met in the case of the peers. The analysis further suggested that the notion of shared-regulation could be helpful in understanding of multilevel interaction and regulatory activities in learning. The concept of sharedregulation best seemed to mirror egalitarian, complementary monitoring and regulation over the task, thus bringing the research closer to phenomena relevant to joint, peer-mediated learning. It seemed that regulation in true collaboration fluctuates among the three modes of regulation, self-, other-, and shared-regulation. We concluded, however, that collaborating peers do not regularly meet these ideal conditions, and that the more complete picture of joint problem solving and regulation is complex and variable. Understanding of these multilevel regulatory activities in learning, and their relationship to other, multilevel concepts like motivation, social competence, context, and learning, is a challenge for future research.Key words: shared-regulation, motivation, peer-mediated learning, elementary school, high-ability, word problems, learning game, technology-based learningThe literature on motivation and metacognition is still strongly focused on individuals' behavior and learning. Thus the prefix self is often added to concepts that mirror these key phenomena like self-regulation. Although the learning and volitional processes are, predominantly, described at individual level, reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. This emphasis is generally clear in current notions on learning stemming from cognitive-constructivist theories, and it is the explicit basis of socio-constructivist views. Little attention has yet been focused on the social nature of VAURAS, IISKALA, KAJAMIES, KINNUNEN, & LEHTINEN 20metacognition and motivation in adult-or peer-mediated learning. The notion of shared cognition has been introduced (e.g., Salomon, 1993), but, we can ask, whether such terms as shared-regulation, or even shared metacognition, would highlight the control or executive processes (e.g., Perkins, 1993) involved in transactive peer learning. Although the...

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“…The model of learning orientations describes how motivational and emotional dispositions develop interactively in learning situations. Lehtinen et al (1995) distinguish three categories of socio-emotional orientations: task, social dependent and ego-defensive. A task orientation is dominated by an intrinsically motivated tendency to explore and master the challenging aspects of the environment.…”

Section: Socio-emotional Orientationsmentioning

confidence: 99%

Socio-emotional orientations and teacher change

et al. 2007

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In this article we consider how elementary education students' views of mathematics changed during their mathematics methods course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation, two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees' views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed towards a socialdependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on one's experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration with a partner or working as a tutor of mathematics.

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Long-term development of learning activity: Motivational, cognitive, and social interaction

Cited by 71 publications

References 29 publications

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

Shared-Regulation and Motivation of Collaborating Peers: A Case Analysis

Socio-emotional orientations and teacher change

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