Parallel sessions
During the sessions, you can choose from a range of over 200 proposals. The proposals are divided into eight sessions.
The session rounds have a duration of 90 minutes. One or more proposals are programmed in a session. There is no room change during the session rounds; participants are expected to attend all contributions in one session.
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Programme schedule
Wednesday 28 Aug 2024
11:30 - 13:00 Parallel sessions 1
Cultural-historical understandings of agency: Key questions to secure alternative futures
Symposium (90 minutes)22Anna Stetsenko; City University of New York; Jaakko Hilppö; University of Helsinki; Antti Rajala; University of Helsinki; Thompson Ian; Oxford University; Annalisa Sannino; Tampere University; Hannele Kerosuo; Tampere University; Nick Hopwood; University of Technology Sydney; Anne Edwards; Oxford University; Pauliina Rantavuori; Tampere University; Prabhat Rai; Monash University; Aydin Bal; University of Wisconsin-Madison
01a+01b. Rotterdam Hall 1&2Wed 11:30 - 13:00
Understanding and promoting agency are crucial to addressing urgent social problems of our time. Through agency, we can take transformative steps toward the future that ought to be. This symposium brings together authors of a recent edited book to explore how contemporary conceptualizations from cultural- historical activity theory can inform research and practice that foster positive change. Presenters take inspiration from the original work of Vygotsky, subsequent generations of CHAT scholarship, and other theoretical domains, including ideas from the Global South. This enables us to understand agency in ways that recognize the social and cultural aspects of agency without losing sight of individuals’ contributions to changing their own lives and the lives of others. In this symposium, presenters will identify key provocations and questions that chart edges of our current understandings, and point to areas that need attention if CHAT is to be strengthened in its uses in the struggle over alternative futures. Participants will interact in small groups with presenters in a revolving round table format, maximising time for discussion, and inviting attendees into conversation rather than presenting finish ideas or studies.
From “emergency room” to “ecological transition”: responsive collaboration in child protection (1/3)
Paper presentation (presented in person at the congress) (30 minutes)318Chiara Sità; University of Verona; Diego Di Masi; University of Turin
02. Veder RoomWed 11:30 - 13:00
Pronto Intervento is an Italian expression that can be translated as “emergency response”. In the Italian child protection system, it is usually referred to as Pronto Intervento Minori (PIM), a primary resource for dealing with emergency situations and responding rapidly to children and families living in a situation of vulnerability.The research aims to explore the reconceptualization of the PIM motive during a Change Lab as an expansive learning process. PIM work is configured as a new metaphor that describes PIM professionals as actors who not only attend to individual needs but also to the developmental potential of systems during transitions.Furthermore, the ethnographic research was an opportunity to use the reflective activities and tools already used by the PIMs as second stimuli, moving from a reflective to an expansive stance in reconceptualizing their motives and positioning within the local welfare network.
Cultural-historical research methodology in action: research across cultures and ages Part 1
Symposium (90 minutes)165Queena Queena Lee ; Monash University; Junqian Ma; Nanjing Normal University; Nikolai Veresov; Monash University
05. Penn Room IIWed 11:30 - 13:00
The main purpose of the symposium is to present a contemporary cultural-historical research methodology that improves the experimental-genetic method developed by Vygotsky (Vygotsky, 1997) and his successors. The symposium will show how the principles and requirements of the research methodology are used to investigate processes of development across diverse cultures and ages (children and adults).Three aspects of cultural-historical research methodology (theoretical framework, data collection and data analysis) will be discussed – 1) the selection of analytical tools (theoretical concepts) as a theoretical framework for particular research and genetic-analytical model (Veresov, 2019, Filippi et al., 2023); 2) principles of organisation and research design (Veresov, 2014, 2022) 3) genetic-analytical model and the matrix of data analysis (Filipi et al., 2023). It will be shown how these analytical means might help to formulate the research questions and how they were applied to frame the specific concrete research programs across diverse cultures and ages. The first part of the symposium is designed from three presentations. The first is about the main aspects and traits of cultural-historical research methodology (Presenter 1); then the research on the development of child’s agency in multicultural pre-school settings (Presenter 2) and finally the research on the process of role adjustment in the process of the transition of bicultural children to school.
Cultural commodities: searching for developmental potential in a home-school project (3/3)
Paper presentation (presented in person at the congress) (30 minutes)497Laura Black; University of Manchester
06. Penn Room IWed 11:30 - 13:00
This paper presents a new empirical application of our ‘cultural commodity’ concept - defined elsewhere as a dialectical unit of ‘knowing in practice’ which holds developmental potential (see Black et al., 2021). Drawing on Marx’s analysis of capital, we argue that this ‘cultural commodity relation’ allows us to recognise the contradictory unity of both use value and exchange value in unpacking home-school relations in ways that can help explain or see potential for development and change. We present data from a home-school project located in an area of high poverty in the North of England. During the project, we worked with parents/caregivers to surface the tensions they experienced in navigating the expectations of their children’s school and we also presented these tensions back to teachers within the school. The paper will seek to identify if/how such tensions can be said to exemplify the aforementioned ‘cultural commodity relation’ in order to speculate whether they offer developmental potential if they can be harnessed by communities, social movements, schools and researchers to challenge and overcome the class contradiction inherent in schooling.
From ISCAR to ISCARP: Experiencing Inclusion of Practice into Research within Vasilyuk's Co-Experiencing Psychotherapy Psychotechnical System (1/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)640Fedor Shankov; Free University Berlin
07. Leeuwen Room IIWed 11:30 - 13:00
This workshop aims to bridge the gap between theoretical psychology and psychological practice by demonstrating how Vygotsky's concepts of "perezhivanie" and "psychotechnics" — a philosophy of practice — can innovatively transform psychotherapeutic practices and psychological research. By focusing on the psychotechnical system of Co-experiencing Psychotherapy developed from Vygotsky's ideas and furthered by Vasilyuk's concept of experiencing and co-experiencing, we will explore the methodological pathway of integrating theory into practice and practice into theory. The session will feature a live demonstrative psychotherapeutic session followed by an exercise and discussion. Participants will engage in discussions on applying these theoretical innovations to enhance their own research and practice, emphasizing the transition from experimental to experiential (psychotechnical) methodologies in psychology. This approach not only fosters a deeper understanding of clients' experiences but also promotes inclusiveness and individualized care in psychological practice.
Philosophical Foundations of Social Inclusion: The Thinking Body in Social Space (3/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)649Nina Bagdasarova; American University of Central Asia
07. Leeuwen Room IIWed 11:30 - 13:00
This study focuses on the ideas of the remarkable Soviet philosopher Ewald Ilyenkov and their potential use in the development of social inclusion. Ilyenkov's radicalism in approach to Marx's ideas has not been surpassed until now. His approach to developmental psychology and educational psychology can also be said to be one of the most radical versions among social constructivist theories. In the Nature vs. Nurture debate, Ilyenkov left nature no chance - everything that is human in any man is 100% social. His understanding of the human being allowed Ilyenkov to become not only one of the originators of the ideas of "developmental learning", but also to be involved in the development of methods of work with deaf-blind children in the Zagorsk orphanage, which led to significant success in the development and social adaptation of these children. Based on Spinoza's idea that thinking is inseparable from the "thinking body," Ilyenkov enriches this approach with Marx's idea that "nature is the non-organic body of man." The refusal to recognize the dominance of the biological in the bodily development of the individual might lead us to a new understanding of how not only the physical environment can be organized for people whose bodies differ from those of the "normal" statistical majority. Since, from Ilyenkov's point of view, all bodies are "thinking bodies," the social environment can be organized differently for "awkwardly” thinking bodies as well.
Teacher education and schools responsibility for preparing and including PSTs as teacher researchers (1/2)
Paper presentation (presented in person at the congress) (30 minutes)229Karen Birgitte Dille; Norwegian University of Science and Technology; Anne Berit Emstad; Norwegian University of Science and Technology
08. Leeuwen Room IWed 11:30 - 13:00
The aim of this study is to get knowledge about how pre-service teachers (PSTs) understand the concept of teacher research, and how they feel prepared for taking on this role when they begin their professional life. Zeichner (2003) says that teachers will become better at what they do by conducting research and that the quality of learning for their pupils will be higher. Teacher research can be defined as “all forms of practitioner enquiry that involve systematic, intentional, and self-critical inquiry about one’s work” (Cochran-Smith, 1999). According to regulations relating to the framework plan for teacher education in Norway, PSTs should “continually develop their own and the school´s collective practices and carry out limited research projects under guidance.” Data was collected through a questionnaire with open-ended questions (n=21) and two focus groups interviews (n=7).Analysis was conducted through the lenses of second-generation CHAT, and preliminary finding reveals that there are different tensions and contradictions between the different nodes in the triangle. The PSTs are the subjects. They are clear about both what teacher research can contribute to, and what content in teacher training can provide experience with teacher research. However, there is a gap in how prepared they feel they are for being teacher researchers. There is a variation between the different teacher education programs and the different subjects. The participants reflect upon the importance of whether they will be included in a community at the school they start working at, which is crucial to become teacher researchers.
Using CHAT to Explain the Effectiveness of STEM Faculty Professional Development (2/2)
Paper presentation (presented in person at the congress) (30 minutes)253Kate Winter; Kate Winter Evaluation, LLC
08. Leeuwen Room IWed 11:30 - 13:00
This paper explores the effectiveness of AAC&U’s professional development opportunities for STEM faculty using CHAT (Hummelbrunner & Williams, 2011) as an interrogative lens. Specifically, the aim of this study was to use the CHAT framework to understand what makes these professional development opportunities so impactful for participants. Our methodology comprised conceptual interpretation of the evaluative findings from three Institutes that were each held over two or five years (i.e., data from 11 events). These evaluative findings come from mixed-methods data collected through self-report surveys with both quantitative scores on measures of intended outcomes tailored to the events and qualitative, open-ended reflective items regarding participants’ experiences. Additionally, we explored our own understanding of that data and our first-hand observations and experiences with the events using CHAT as a lens. Our results show that CHAT is a powerful framework for understanding how and why professional development opportunities are impactful for participants. Specifically, the propositions of CHAT, as put forth by Hummelbrunner and Williams (2011), offer a structure for interpreting evaluative and reflective data that yields a comprehensive array of aspects to consider as these opportunities are developed, implemented, and assessed. Our findings not only explain the success of these professional development opportunities, but also offer insights into how to effectively replicate them with additional groups of participants and/or new development opportunities.
Exploring preschooler's emerging chemistry with play-based learning (1/3)
Paper presentation (presented in person at the congress) (30 minutes)35Nikolaos Christodoulakis; Linnaeus University
10. Goudriaan Room IWed 11:30 - 13:00
The emergence of chemical knowledge lies at the backbone of natural science didactics. Τhe present research aimed to explore the core concepts of preschooler’s emergent chemistry, and specifically children’s understanding of smallness and evaporation. For the purposes of the study a longitudinal study was designed using play based- learning, educational experiments and zooming in videos (Hedegaard, M., 2008).. All educational activities were recorded with cameras and additional material was collected using semi-structured individual interviews after each activity (Pink, S., 2014). Using the core concepts of Framework Theory (intuitive and counter-intuitive concepts, initial-synthetic-scientific models) children’s verbal and non-verbal material was analyzed to understand how children conceptualized smallness and evaporation.Results confirm previous findings that children’s initial concepts were guided by a senses-based reasoning. Children mainly focused on macroscopic visuality, how objects appeared to them externally, as a basis for their understanding of smallness and evaporation. On the other hand, children’s synthetic models exhibited higher analytico-synthetic skills, creating categorizations based on non-visible abstract attributes. The emergence of the microscopic model of matter presupposed a break from physical ontology, mainly viewing external reality as everyday physical objects. These changes were reflected in children’s ability to grasp that invisible matter does exist, illustrated in the concept of microscopic smallness and recognizing that water exists in gas form.
Enhancing co-development in virtual environment (2/3)
Paper presentation (presented in person at the congress) (30 minutes)93Anna-Leena Kurki; Finnish Institute of Occupational Health
10. Goudriaan Room IWed 11:30 - 13:00
In today's rapidly evolving operational environment, organizations rely on co-configuration to create value. Services are produced and developed through a collaborative relationship between the service provider and the customer. We refer this type of co-configurational activity as co-development. Co-development enables the creation of adaptable services based on customer needs. The aim of this study is to investigate virtual co-development between service provider and their customers. Therefore, we arranged CHAT-based virtual Development Dialogue workshops for a B2B marketing company that was interested to improve their collaboration, particularly steering group practices, with three client companies. We utilized theory-informed content analysis to examine Change Dialogue workshop discussions and objects of talk within these discussions. We found that discussion in the workshop was mainly facilitator-directed and related to three different objects: 1) Use of the digital platform 2) Change dialogue script 2) Work and its development. The study highlights that virtual environments may pose challenges to co-development, as they tend to emphasize the facilitator's role rather than discussions between the participants. It also shows that the technical use of virtual tools tends to become an object of talk, and as such, takes away time from the matter to be developed. This study suggests that to overcome these challenges, facilitators should pay attention to fostering multi-voiced discussions between the participants.
Applying a ‘funds of knowledge’ approach to learning in primary and secondary schools (3/3)
Paper presentation (presented in person at the congress) (30 minutes)578Rebecca Phillips; University of Manchester; Sara Jackson; University of Manchester
10. Goudriaan Room IWed 11:30 - 13:00
This research advocates the implementation of a 'funds of knowledge' (FoK) approach in school curricula, particularly focusing on primary (5-11) and secondary (11-16) education in England. Originating from addressing educational disparities for young people from ethnically diverse families from working-class Mexican communities, FoK emphasises the importance of understanding and acknowledging through school curricula the rich knowledge present within students' homes and communities. By developing reciprocal exchanges between home and school, this approach seeks to enhance student engagement, motivation and success. Through examples of teaching reading and science, our study examines the potential for aligning school practices with students' diverse backgrounds and experiences, thereby promoting inclusivity and meaningful education.Data for our study were generated through photographs taken by children and parents in homes and communities, photo-elicitation interviews with parents and teachers and an examination of lesson content and teaching resources. Through discussions with children and teachers as participants in this research, the potential for making authentic links between home and community FoK and the school curricula for teaching reading (in key stage 1) and science (in key stage 4) was established.The results of our work indicate ways in which educators can leverage their ‘collective transformative agency’ (Stetsenko, 2013) to apply a FoK approach to transforming the existing school curriculum into one that better values and integrates students' cultural assets, leading to enhanced educational outcomes.
How can we promote research in developmental teaching and learning? (2/2)
Discussion table (45 minutes)250Seth Chaiklin; None
11. J.F. Staal RoomWed 11:30 - 13:00
The focus of the discussion for this session is expressed in the session title. The meaning of developmental teaching is broad, with a particular meaning developed especially by Davydov and colleagues, with a focus on theoretical thinking, but other variations also exist. Assumptions that motivate this discussion table are (a) there is interest among researchers to understand this tradition better, (b) there are several different pockets of research in different countries around the world, but with little or no active dialogue among researchers with these interests. The purpose of the discussion table is explore interests and possibilities for developing a better infrastructure for advancing research in this area.
Playing to foster transformation: Let’s change the world with the Brincadas
Workshop (90 minutes)23Estefogo, Francisco, Universidade de Taubaté, São Paulo, Brazil; Ribeiro Tiso, Marina Daniela, Pontifícia Universidade Católica de São Paulo/ PUC-SP, São Paulo, Brazi; Mendonça Apostolopulos, Vandréa, Pontifícia Universidade Católica de São Paulo/ PUC-SP, São Paulo, Brazil; De Brida, Jacqueline, Pontifícia Universidade Católica de São Paulo/ PUC-SP, São Paulo, Brazil; Nunes de Matos Carmona, Milena Maria, Pontifícia Universidade Católica de São Paulo/ PUC-SP, São Paulo, Brazil; Cintra, Patrícia, Pontifícia Universidade Católica de São Paulo/ PUC-SP, São Paulo, Brasil.
12. Blue RoomWed 11:30 - 13:00
This session offers the opportunity to experience play as a meaningful instrument to connect research and action for creating new possibilities of being, acting, and feeling to bring on board participants to society’s concerns for a better ecologically and socially fair world. Language in Activities in School Contexts Research Group (LACE), a body of doctors, doctoral, master, and undergraduate students, along with high, middle, and primary school educators and students has created the Collectives of Investigation and Action (COLINA) as groups of people connected to educational institutions that join researchers to work with vulnerabilities aggravated and/or resulting from climate or environmental emergencies within the State of São Paulo/ Brazil. The focus is to develop multimodal repertoires to investigate, describe, analyze, prepare, implement, reflect, propose, and evaluate ways of acting to overcome adversities that have made situations of social vulnerability catastrophic. In this workshop, participants will be invited to dive into three main aspects. Firstly, in the Collective moment, participants will play to constitute a collective. In the Investigation part, playful ways will support participants in investigating their ethical-political sufferings. Finally, in the Action phase, participants will propose ways to collectively contribute to the development of Good Living. All this experience will be supported by examples of the Brincadas Project developed by LACE to work with educational institutions in situations of social vulnerability such as indigenous communities, quilombolas, LGBTQIAPN+, women, immigrants, deaf, elderly, and Afro-descendants, among others who suffer from processes of exclusion in our target area.
Steps into the fourth generation of CHAT: City-based interventions across Espoo, Keelung, and Venice
Symposium (90 minutes)447Mattia Favaretto; Free University of Bozen-Bolzano; Virpi Lund; University of Helsinki; Tung-Wei Shih; National Museum of Marine Science and Technology; Hongda Lin; University of Helsinki
15. Van der Veeken RoomWed 11:30 - 13:00
Transdisciplinary research increasingly focuses on local communities threatened by critical challenges such as climate change, globalisation, pandemics, etc. to try and catalyse the transformative potential of their grassroots activities. Compared to corporate and state initiatives, civic ones often prove the most capable of addressing the collective needs for systemic change identified by city dwellers. Hence, the common purpose of city-based interventions is to contribute to the expansion of civic networks by developing educational tools, methodologies, and settings that support their future-making activities.
This symposium centres on studies applying CHAT to explore and promote civic engagement in three countries: Finland, Italy, and Taiwan. Lund illustrates the Community Workshops through which Espoo’s civil society and civil servants learned to partake in communal decision-making by redefining urban development. Favaretto presents a diagnosis of Venice’s civil society as the groundwork for city-wide formative interventions to tackle its social, economic, and environmental challenges. Shih and Lin document the evolution of sustainability-focused intervention practices of the maritime museum in Keelung, shaped by conflict-ridden processes involving multiple stakeholders.
By discussing their approaches and results, the researchers aim to highlight the role of civic networks as key catalysts for the formation of cross-sectoral and multi-level activities. These coalition-building efforts are examined as developmental processes of expansive learning and collective agency triggered by global critical challenges as they manifest in specific locales. Reflecting on the obstacles and support encountered throughout the city-based interventions can help other CHAT scholars operating in the wild to bring about significant eco-social changes.
Developing Climate Agency within Work Communities: A Methodological Approach (1/3)
Paper presentation (presented in person at the congress) (30 minutes)289Arja Ala-Laurinaho; Finnish Institute of Occupational Health
25. New York Room IIWed 11:30 - 13:00
From both the perspectives of effectiveness and inclusiveness, work communities play a crucial role in addressing climate change. Our research project aims to develop a method that supports climate agency and generates concrete, climate-sustainable practices within work communities – and that could be executed by the work communities themselves. We applied Cultural-historical Activity Theory (CHAT) and Developmental Work Research (DWR), which provide a framework for inclusive and multi-voiced development. Our data comes from a case study involving a multidisciplinary work community in a school. The development process consisted of workshops, in which the current activities were analyzed and the school’s near future envisioned before ideating and implementing development experiments. The study analyzes the development process in relation to the theoretical and methodological principles of Activity theory and Developmental work research. The development process utilized principles such as object-orientation and mediation – whereas some other methodological foundations of CHAT and DWR received less attention. The findings, however, suggest that small-scale development experiments prepare work communities for co-creation, and thus, potentially for deeper analysis of work activity and systemic contradictions. As researcher-interventionists, tools can be offered to foster climate agency and promote inclusive, multi-voiced development, potentially reducing the need for external consultants in the future.
Young children’s learning and development of the concept of sustainability in the family context (2/3)
Paper presentation (presented in person at the congress) (30 minutes)404Nooshin Karimi; Monash University
25. New York Room IIWed 11:30 - 13:00
The concept of sustainability has gained prominence in response to humanity's problematic relationships with nature, prompting scholars to emphasize early education on the subject. The current study draws upon cultural-historical theory to investigate how young children learn and develop the concept of sustainability in their family context. This presentation focuses on Tina who was five years old and lived in Melbourne, Australia. Over four months of data were collected which included a total of three hours of digital video data of the child’s different activity settings, ten photos of her everyday activities accompanied by a short description of each activity, and one hour of an interview with her mother. A cultural-historical approach was used to analyse the data.The finding reveals Tina's parents nurtured her interest in animals, providing diverse nature experiences that fostered her holistic engagement with nature. This created a social situation for Tina that broadened her initial interest in animals to understanding human/nature relationships. The application of Vygotsky's concept of imagination reveals how Tina's parents created motivational conditions for her scientific comprehension of the concept of sustainability. Tina's emotions, linked to her concern for animals, influenced her imagination and creative activities like drawing and storytelling, which in turn heightened her emotions and created learning opportunities. Recognizing these learning opportunities, her parents introduced relevant scientific concepts, encouraging exploration of the intricate human-nature relationship through her imagination. The research offers insights into how children's exploration of nature, under specific conditions, enhances their understanding of the concept of sustainability.
Instant futures: the work of imagination in times of ecological crisis (3/3)
Paper presentation (presented in person at the congress) (30 minutes)428Laure Kloetzer; University of Neuchâtel
25. New York Room IIWed 11:30 - 13:00
For the last six years, we have been teaching an undergraduate course in environmental psychology, using an original approach based on science fiction creative writing, or more precisely, on the "protokools" invented by the Zanzibar group of science fiction writers (www.zanzibar.zone). This pedagogical approach produces "instant imaginations of the future", as it invites students to write short narratives with the support of creative constraints, but within a short elaboration time. The approach is deeply inspired by Vygotsky's conceptual approach to imagination (Vygotskij, 2022), which emphasises imagination as realistic, with multiple connections to the subjects' real experience, and imagination as a cycle that makes the subjects' intimate experience visible in the social world and circulates these social productions - and back. Imagination starts from experience and returns to it, after a phase of crystallisation and social exchange.This paper will examine this attempt from two complementary angles: on the one hand, from a pedagogical point of view: Kow can science fiction help students reflect on their own relationship with nature and the ecological crisis? On the other hand, from a scientific point of view: what can we learn from the utopian and dystopian worlds constructed by our students? We will analyse these "instant futures", i.e. the narrative productions of the students in these playful exercises, and identify their main components, or threads. The paper will present our conceptual analysis of these narratives and give examples of their content.
SciGrow: a ‘Seriously Playful’ Digital Game for Teaching/ Learning Science Concepts through CHAT (1/4)
Poster presentation (presented in person at the congress)226Warren Lilley; University of Cape Town; Joanne Hardman; University of Cape Town
Poster AreaWed 11:30 - 13:00
South African students continue to perform exceptionally poorly on international benchmarking science tests, such as the Trends in International Mathematics and Science Study (TIMSS). Research indicates various reasons underpinning this underperformance, such as a lack of student motivation to learn science and a dearth of teachers’ content knowledge. However, significant evidence, especially in serious digital game research, shows that games can positively impact students’ engagement with and attainment in science education.We have developed a mobile science game for Grade 5 educators and students, drawing on cultural-historical principles of teaching/learning, and this paper outlines our development of this game
Historical Narratives and Activity Theory: initial propositions for Science Education (2/4)
Poster presentation (presented in person at the congress)476Luciana Massi; Sao Paulo State University
Poster AreaWed 11:30 - 13:00
Historical Narratives are a strategy in Science Education to teach about Nature of Science, however they are not based on a theory of human development or learning. They discuss science historical episodes in the classroom, locating the student in an episode, creating engagement through a narrative and causing reflection about remarkable historical problems. Based on the Activity Theory, it is necessary to produce activities that promote the relationship between the student (subject) and the world (school knowledge). So Science Education should guide students to learn scientific concepts, and the Historical Narrative could be a strategy to organize the study activity into actions and operations. History enables the development of a science’s view, leading the students to realize science as a collaborative and socio-historical project. Teachers could create motive for the study activity by placing the student, through a narrative, in a historical situation, based on concrete reality, since they are also composed by questions that represent a sequence of actions and operations that guide the activity. Embedding the Historical Narratives into Activity Theory give strength to the proposal. It is important to emphasize that this work is preliminary and will be delved in future research on the use of Historical Narratives in science classes from the perspective of Activity Theory.
Conception of science as a transformative practice in Historical Narratives (3/4)
Poster presentation (presented in person at the congress)477Luciana Massi; Sao Paulo State University
Poster AreaWed 11:30 - 13:00
Based on Anna Stetsenko, transformative, collaborative and intentional practices are the core of human nature, as it is through them that individuals become humans, know themselves and the world, which makes human activities permeated with ethics, values and ideology. In this paper we transpose these ideas to scientific practice in order to develop this worldview and conception of science along with transformative practices in the classroom. Based on the history of science, one specific Historical Narrative about Nicolas Leblanc and soap production was produced with questions to guide student's learning of chemistry and conception of science. The production of soap from caustic soda in a historical and material demand was only possible with the development of chemical knowledge and implied a change in the world and people themselves. From the history of soap production associated with Nicolas Leblanc, it was possible to identify that scientific practice is transformative and collective, that is, their agents transform reality and themselves, and is inserted in a dialectic between objectivity (material and historical reality) and subjectivity (values, interests). Moreover, Historical Narratives are a potential teaching tool capable of explaining this conception of the world and of human beings associated with aspects of Nature of Science.
Science Education Videos as an Assessment Tool (4/4)
Poster presentation (presented in person at the congress)634Athina Christina Kornelaki; Univeristy of Ioannina
Poster AreaWed 11:30 - 13:00
The research investigates the potential of using alternative assessment methods in response to curriculum reforms that prioritize skills over content. It proposes the use of student-created science education videos as a means of assessment for the course 'Topics of Science Education,' which is offered to fourth-year students in the Early Childhood Education Department. Approximately 200 students enrol in this course each academic year. The research is based on the premise that university students, particularly in science education courses, engage with various representations of scientific concepts and phenomena. Therefore, it suggests that allowing students to create multimodal artifacts is suitable for presenting topics to their intended audience, in this case pre-primary students. Data collection will be consisted of pre-making questionnaires distributed to students, as well as the collection of videos, reports, and reflective diaries submitted by the students. Qualitative analysis of the data will be conducted using NVivo software and will follow a thematic coding process. This research aims to explore student-created videos from the perspective of the creators, examining aspects such as media resources, design choices, views, interaction, and division of labor within the learning community. Additionally, it seeks to enhance our understanding of the use of student-created videos as an assessment tool in science education. Students learn most effectively when actively engaged, when they participate, and when they undertake meaningful tasks, making the proposed research topic particularly relevant.
14:30 - 16:00 Parallel sessions 2
Children’s Mathematical Graphics: Making mathematical connections with their world (1/3)
Paper presentation (presented in person at the congress) (30 minutes)423Jenny Dwyer; Charles Sturt University
02. Veder RoomWed 14:30 - 16:00
Over the past 25 years, a small number of research studies (Carruthers & Worthington, 2006, 2008, 2011; van Oers, 2000, 2001, 2010, 2012) highlight the importance of children’s mathematical graphics for children’s written expression of mathematical knowledge. Previously, these were seen as ‘scribbles’ and critiqued by adults as a developmental precursor to realistic drawings. Yet children’s mathematical graphics are a symbolic representation of their connections and meanings. This research highlights the socio-cultural influences of children’s mathematical graphics (Vygotsky, 1978, 1987) and how these help children access, process and communicate knowledge. This study uses cultural-historical research methodology (Hedegaard, 2008) and children’s mathematical graphics, often in conjunction with an explanation, as data sources for this paper. The findings suggest that children express mathematical concepts of their world within these graphics. These concepts include spatial awareness, positioning, patterning and symmetry and other mathematical concepts. However, these graphics are only recognised as being mathematical, when children include a verbal mathematical explanation in conjunction with their graphic. Mathematical knowledge is mostly discounted when communicated through graphics alone, and when no verbal account of their mathematical concepts is included. Children often communicate everyday conceptual knowledge when describing their graphic, although their graphic still conveys mathematical understandings. In this research study, these are known as Children’s Implicit Mathematical Graphics. They highlight children’s mathematical meanings through graphics, alongside everyday meanings through verbal expression. Children’s social situatedness of development, a crucial aspect of this research, is helpful for children to link everyday and mathematical knowledge (Hedegaard, 2008; Vygotsky, 1987).
Analyzing processes of taking awareness on feeding from semantic matrix and activity elements (2/3)
Paper presentation (presented in person at the congress) (30 minutes)572Edenia Amaral; Universidade Federal Rural de Pernambuco
02. Veder RoomWed 14:30 - 16:00
This article aimed to investigate processes of taking awareness lived by preservice teachers, considering different ways of thinking and speaking about feeding, structured in a historical-cultural semantic matrix. The process of taking awareness was investigated based on ideas proposed by Leontiev (1978) in CHAT, articulated with the perspective presented in the theory of conceptual profiles by Mortimer and El-Hani (2014). This qualitative research involved 13 preservice teachers enrolled in a course on Methodology for Chemistry Teaching II, in a public university in Northeast, Brazil. A didactic sequence of activities was proposed with five remote classes (1h30min each), held on the Google Meeting Platform. All classes were fully video-recorded, relevant episodes selected and transcribed, and the analysis of discursive interactions in the classroom was made using a tool proposed by Mortimer and Scott (2002). The relationships between the elements of the activity associated to the emergence of themes and categories in discursive interactions enable us to verify the process of taking awareness has a dialectical nature, individual and collective. We identified three main aspects that can characterize processes of taking awareness on feeding: there is a learning pathway in which logical procedures gradually change from elementary (identifying and grouping) to elaborate ones (classifying, comparing, analyzing) bringing complexity to the understanding on the topic; the approach of different ways of thinking about feeding associated with sociocultural contexts favored a expanded awareness about meanings beyond only those scientifically accepted; and scientific concepts learning should involve a plural and holistic view on objects.
Reframing formative assessment – a cultural-historical perspective (3/3)
Paper presentation (presented in person at the congress) (30 minutes)601Viveca Lindberg; Stockholm University
02. Veder RoomWed 14:30 - 16:00
As there is a growing social tendency to seek results in the form of scores in domestic and international evaluations, and at the same time there is a strong demand for individualized instruction, questions have arisen about the relationship and goals of evaluation and inclusion. In Sweden, the renewed interest in formative assessment (FA) came at a time when individualization was a strong pedagogical ideal and results were falling in various inter/national evaluations. This was the context for the re-introduction of the concept FA, an umbrella term for phenomena, such as teacher-to-student feedback and feedforward, peer assessment and feedback to teaching (Lindberg & Eriksson, 2019). The aim of this paper is to problematize the general interpretation of the concept FA and the types of assessment practices that have been developed, using the example of Sweden in particular. Further, a review studies that employ the concept within the cultural-historical tradition is presented as a basis for future development of a conceptual framework for FA as an aspect of teaching-learning. The data for the first part of this paper are extracted from Swedish empirical research on formative assessment. The second part of the paper discusses articles on FA related to FA-practices in the context of cultural-historical traditions.
Cultural-historical research methodology in action: research across cultures and agesPart 2
Symposium (90 minutes)166Samran Daneshfar, Sonour Esmaeili, Nikolai Veresov; Monash University
05. Penn Room IIWed 14:30 - 16:00
Cultural-historical research methodology in action: research across cultures and ages
Part 2
The main purpose of the symposium is to present a contemporary cultural-historical research methodology that improves the experimental-genetic method developed by Vygotsky (Vygotsky, 1997) and his successors. The symposium will show how the principles and requirements of the research methodology are used to investigate processes of development across diverse cultures and ages (children and adults).Three aspects of cultural-historical research methodology (theoretical framework, data collection and data analysis) will be discussed – 1) the selection of analytical tools (theoretical concepts) as a theoretical framework for particular research and genetic-analytical model (Veresov, 2019, Filippi et al., 2023); 2) principles of organisation and research design (Veresov, 2014, 2022) 3) genetic-analytical model and the matrix of data analysis (Filipi et al., 2023). It will be shown how these analytical means might help to formulate the research questions and how they were applied to frame the specific concrete research programs across diverse cultures and ages. The second part of the symposium includes three presentations. Presentation 1 will discuss the genetic-analytical model as a tool for designing the theoretical framework and formulating the research questions. Presentation 2 is about how the theoretical framework was used in studying the intellectual development of University culturally diverse students and Presentation 3 is on the cultural-historical study of the development of private speech in bi-lingual adult students studying English as a second language.
Activity Coalitions and Change Laboratory: Improving workers’ well-being at a University Hospital (2/3)
Paper presentation (presented in person at the congress) (30 minutes)609Monica Lemos; University of São Paulo
06. Penn Room IWed 14:30 - 16:00
The aim of this paper is to analyze the coalition of heterogeneous activities in a Change Laboratory, a formative intervention method based on Cultural-Historical, Activity-Theory, at a University Hospital to promote well-being and working accidents prevention. The sessions were mainly inspired by the Expansive Learning (EL) cycle, which includes seven actions (Engeström, 1987). The University Hospital of the Federal University of São Carlos is a public university hospital, managed by the Brazilian Company of Hospital Services (Ebserh). Three CL-groups (G1, G2 and G3) with a total of 30 participants were carried out simultaneously: G1=14 frontline health workers (operational ; lower level); G2=11 health managers (middle level of management); G3=5 directors (top level management). All sessions were video-recorded (totalizing 88 hours) and transcribed for content analysis. The longitudinal study is ongoing (actions 5-6 follow-up). We went through the first three EL-actions in 27 sessions using double-stimulation and remediation of collective activities considering the shared object of prevention and previously identified contradictions. For action four, seventeen integrated sessions with all participants were carried out (different levels working together). Throughout the CL-session participants were able to identify the shared object of the activity coalitions at the hospital in the three levels. The formative intervention required the engagement of frontline workers, middle and top levels of management, from the hospital's different activities, requiring them to act collaboratively towards the changes to be implemented.
Changing boundary crossing patient care without an interventionist: do they learn expansively? (3/3)
Paper presentation (presented in person at the congress) (30 minutes)620Loes Meijer; The Julius Center for Health Sciences and Primary Care, University Medical Cent
06. Penn Room IWed 14:30 - 16:00
To prevent the fragmentation of chronic care across organisational boundaries, healthcare professionals need to build shared knowledge about their work. When they discuss and create a collaborative care pathway, we explore whether expansive learning occurs. Although this is not a guided change lab intervention, we are exploring their collaborative learning and changing care.Method: Single case study without a researcher interventionist. We explored the “who” and “how” of facilitating expansive learning in changing a Collaborative Patient Care Agreement (CPCA) by studying professionals negotiating responsibilities in four meetings. Also we explored the involved and missing perspectives during the meetings. CHAT and expansive learning theory was used to analyze coded transcripts of the discourse. The coded transcripts we triangulated with the drafts and final CPCA to gain insight into the new steps created in the care trajectory.Results:Healthcare professionals from different organisations collaborate to deliver and transform patient care across boundaries. Contradictions emerge in the discussion of patient care. The need for the perspectives of other professionals and patients was different at each stage, depending on whether the negotiations were about revising existing responsibilities or establishing new ones. Our analysis showed that this difference was related to the presence or absence of relevant perspectives from some professionals and patients.As researchers, we identified more contradictions than the professionals. When contradictions became explicit, expansive learning began. Naming problems, sharing perspectives and creating models to resolve contradictions enabled the professionals to facilitate their expansive learning and create their new patient care trajectory.
A Case Study of the Developmental & Sociocultural Dimension of Learning L2 Academic Writing Process (1/5)
Poster presentation (digitally from elsewhere)520Gabriele Da Silva; Universidade de São Paulo
07. Leeuwen Room IIWed 14:30 - 16:00
Academic writing in an additional language presents a complex challenge within the university context where writing serves as a central social practice for knowledge production. Despite interest in the learning of the writing process, the literature has predominantly drawn upon its cognitive aspects (Flowers & Hayes, 1981; Li, 2023; Wingate & Harper, 2021), not fully addressing the developmental and sociocultural dimensions of learning L2 writing. This study aims to shed light on the learning of the L2 writing process of a Brazilian undergraduate student from a sociocultural perspective. To this end, the language activity that underlies the undergraduate's L2 developmental academic writing process is explored considering its inter and intrapsychological role (Vygotsky, 1987). In order to provide insights into the developmental process of learning L2 writing, Perezhivanie (Veresov, 2017) was used. The methodology integrates Descriptive Experience Sampling (DES) (Hurlburt et al., 2013) and Stimulated Verbal Recall (SVR) to examine four L2 academic writing tasks over a year. Following a 3-day training session, the participant's writing tasks were recorded, and she was prompted to document her inner experiences. These notes were later reported and supplemented by SVR interviews that were conducted on the following days. A microgenetic analysis was then applied to identify and analyze dramatic collisions (Veresov, 2016), alongside a thematic analysis of the language activity. Findings provide evidence of the sociocultural nature of the individual's learning process and of qualitative changes that emerged from the dramatic collisions observed.
Successful Play-Based Programs: Case Studies (2/5)
Poster presentation (presented digitally from elsewhere)594Michael Kamen; Southwestern University
07. Leeuwen Room IIWed 14:30 - 16:00
The literature is abundant with arguments about the importance of play for development and learning. This research describes successful play-based (defined for this study to include project-based, interest-driven, outdoor, and community-based) educational programs within school settings. Success is operationalized as programs described as successful by the stakeholders. The research explores theoretical underpinnings; pedagogical approaches; structures; challenges; systems to maintain innovation; roles of teachers, parents, and administrators; community relations; how the school defines a successful play-based program; evaluation approaches; and suggestions for other school administrators and teachers. The purpose is to help researchers and interested practitioners understand the variety of models that result in sustained play-based programs that are successful as defined by the school staff and administrators. The presentation will highlight methods of investigation, summarize completed case studies from schools in several countries and regions, including Denmark, the United Kindom, New York City, and Central Texas, and discuss emergent themes. The data were collected through in-depth in-person interviews. Virtual interviews were conducted when in-person interviews were not practical, and site visits were conducted to supplement the interviews. While data for this research came solely from the interviews, observations and school tours created opportunities for the researchers to observe programs firsthand, creating credible interpretations of the interviews.
Mobral: memories, experiences and contradictions (3/5)
Poster presentation (presented digitally from elsewhere)612Eduardo Baena; Universidade Estadual de Campinas
07. Leeuwen Room IIWed 14:30 - 16:00
This investigative work aims at finding and interviewing the subjects that participated as teachers and supervisors in the Adult Literacy Movement, Mobral. As an adult literacy program that was developed and sponsored by the Brazilian dictatorship, between 1970-1985, it urges for a detailed analysis. The dictatorship was a period marked by government repression, persecution, censorship, and other atrocities against those who did not support the coup d’état. Still, one of the goals established by the military government was the eradication of illiteracy through a national project, the Mobral. Biased researches have contributed to classify this movement simply as successful or as a failure. This research aims to implode with those biased conceptions of the Mobral, anchored on the category of contradiction and on the interpellation – through interviews- of the historical agents that experienced the movement - in order to comprehend how these historical agents signified the Mobral and their experience. This implies the possibility of reviving meanings that have been ignored and silenced. The interviews, supported mainly by the theoretical and methodological contributions of Oral History and on the Cultural-Historical Theory of human development - using the concepts of memory and the social historical formation of the mind - showed that an authoritarian period have fissures, spaces created to repress, but that are occupied by those who signify it in a distinct manner. The investigation wants to scrutinize those different meanings and how they emerge.
"Sailing": a poetic-critical expedition (4/5)
Poster presentation (presented digitally from elsewhere)617Luciana Da Conceição; Universidade de São Paulo; Elizabeth dos Santos Braga; Universidade de São Paulo
07. Leeuwen Room IIWed 14:30 - 16:00
The present work, currently in progress, aims to analyze the staging of the theatrical performance “Sailing” (in Portuguese, "Navegar", by Esparrama Group), held in the city of São Paulo in 2018. Considering theater as a significant practice for the development of human creative activity, this study seeks to understand how Grupo Esparrama's process of imagination and creation is constituted, based on historical-cultural perspective from Lev S. Vygotsky and inspired by the poetry of Manoel de Barros. In this sense, our aim is to analyze how the group's creative activity and its ramifications can inspire a sensitive and critical approach to education for children, through art, and specifically in this study, through theater. The proposal involves the analysis of records documenting the performance, such as videos, photographs, drawings, printed publications, as well as the conducting of individual and group interviews with members of Esparrama Group, artists, and professionals directly involved in the performance creation. This collaborative approach between the group, children, multidisciplinary artists, educators, and the city reflects the group's pursuit of connecting art, education, and territory, transforming urban space, in a sensitive and participatory way. "Sailing" seems to produce a feeling in all these agents connected to listening to their own feelings, confronting their imaginaries, and having their expressions recognized.
Imagin/manag/ing the future: for promoting sustainable organizational conditions
Symposium (90 minutes)246Lone Hersted; Aalborg University; Søren Frimann; Aalborg University;
08. Leeuwen Room IWed 14:30 - 16:00
The symposium addresses the need to generate new material and immaterial conditions dealing with the challenges solicited by the emergent and dramatic socio-historical-organizational scenario. Specifically, the managerial field has become a crucial and critical object, both as a crossroad of plural organizational dimensions and as a knot with plural and implicit meaning (Mintzberg, 2009; Gosling and Minztberg, 2003), requiring new approaches in conceiving and applying leadership, change processes, professional and organizational agency, generation of collective values (Alvesson, 2013; Brewer,2013; Delbridge, 2014), looking forward the future.The papers presented in the symposium convey experiences of organizational imagination (Cunliffe, 2022) focused on processes of knowledge generation conceived as situated, engaged, responsive, relational, sensorial, reflexive, effective, actionable, beautiful and good (kalos kai agathos) (Scaratti & Ivaldi, 2021).Dealing with the leadership regenarative dynamic in a financial sector; supporting organizational processes in participative health care intervention; adopting a dystopic/utopic stance with HRM involved in promoting sustainable organizational innovation: all these issues, highlighted by the papers presented, encompass stimula, reflexions and empirical support for a reviewed interpretation of managerial and organizational practices oriented to overcome critical situations.At stake is the adoption of a diffractive lens, able to highlight the plural levels (institutional, social, practical, organizational) embedded and to go in depth in the implications related to the imagination of innovative ways for a sustainable future in the organizational contexts.
Theory and intervention for inclusion: young dialogues between CHAT and other traditions (2/3)
Paper presentation (presented in person at the congress) (30 minutes)178Matheus Henrique Da Silva Rocha; Pontíficia Universidade Católica de Campinas; Dima Mohamad; University of Oslo; Kiely Haas Mugford; University of Oslo; Helena Nora Klein; University of Oslo;
09. Goudriaan Room IIWed 14:30 - 16:00
The symposium is aimed at representing the fresh perspective of younger multicultural in training researchers, from MA to PhD, about the potentialities of CHAT in dialogue with other theoretical and empirical traditions. The contributions span across North and South America, Europe and Middle East discussing how CHAT can be used to new understandings of typical problems of development and school inclusion: social inclusion of vulnerable students; inclusion of migrant students; inclusion of foster children; and inclusion of children with selective mutism. Each paper is combining a fundamental concept of CHAT with a different theoretical perspective. The paper “Education, Art and Social Inclusion: Psychology's role in educational contexts” discusses the link between theory and intervention with vulnerable Brazilian students based on the dialogue between Vygotsky’s theory of imagination and Martin-Barò’s psychology of liberation. The second paper “Inclusion of Syrian students in need of special support in Norwegian schools” combines CHAT and intersectionality theory to discuss the ambivalences of the inclusive practices of migrant children. The paper “Exploring the Intersection of Vygotsky's Sociocultural Theory, Attachment Theory, and the Development of Foster Children” recaps a study by van der Veer & van IJzendoorn (1988) developing a dialogue between CHAT and attachment theory. Finally, the paper “The Importance of Analysing Selective Mutism Through the Prism of Perezhivanie” focuses on a phenomenon that is currently framed by a hegemonic medical model and interprets it using the concept of perezhivanie to imagine more effective interventions.
Navigating diversity and inequality in early education (3/3)
Paper presentation (presented in person at the congress) (30 minutes)347Lia Pappamikail; CIEQV; Helena Luís; CIEQV
09. Goudriaan Room IIWed 14:30 - 16:00
Equity as means to reach inclusiveness has become one of the main goals in education. To intertwine equity skills, knowledge and attitudes in pre-service teacher training is thus critical, since students must be prepared to work effectively (and fairly) in complex contexts marked by intersectional diversity and inequality.We present preliminary data collected within the evaluation of a pre-service teacher training program. From the analysis of representations of students of what it means to be an early childhood teacher, how they deal (or not) with critical issues like diversity and inequality, their personal practical theories in use when beginning practical training and the way these practical theories can be (re)configured during training process, we seek to generate some contributions to the understanding of how concerns about equity are being dealt with in the processes of construction of professional knowledge of future early childhood teachers.Data result from the content analysis of internships reflective diaries of 15 pre-service teachers with a special focus on which personal practical theories are mobilized to sustain their practices and, on the presence, or absence of equity related concerns.Preliminary results reinforce the relevance of explicitly addressing equity, diversity, and inequality issues in early-childhood teacher training programs, as they seem frequently invisible to students, who tend to look and act based on the unspecified group development characteristics, dismissing relevant social and cultural characteristics. The role of communicative processes during internships and the supervising process seems to be critical to reconfigure the representations of students and trainers.
Beyond Physical Space: Empowering Collaborative Educational Experiment with Digital Technology (2/3)
Paper presentation (presented in person at the congress) (30 minutes)417Yuwen Ma; Federation University Australia, Victoria, Australia; Yuejiu Wang; Monash University
10. Goudriaan Room IWed 14:30 - 16:00
Through the cooperation between researchers and teachers, the educational experiment creates optimal conditions for the development of the participating children, as well as the professional development of teachers. However, how researchers virtually collaborative in conducting an educational experiment while maintaining their dual roles as participants and researchers is less understood. In order to address this problem, this study provides an effective methodological approach by illustrating how two researchers in two countries use digital technology as a relational tool to conduct an educational experiment. It is argued that there exist dialectical relationships between the researcher who joined via Zoom as a research fairy and the imaginary situation, as well as between the on-site and off-site researchers within the collaborative educational experiment. To be specific, a dialectical relationship between the research fairy and the imaginary situation is established, helping maintain the researcher’s participation role. Additionally, digital technology assists researchers in developing dialectical relationships through mutual conversation, thereby enhancing collaboration in the educationalexperiment through the process of knowing and re-knowing. The multi-layered dialectical relationship was synthesised as a unity and created a new mode of collaboration between researchers and participants in the cultural-historical educational experiment.
Digital Education Law In Brazil: Contradictions For Human Development (3/3)
Paper presentation (presented in person at the congress) (30 minutes)437Cristina Justino do Nascimento; Universidade de São Paulo
10. Goudriaan Room IWed 14:30 - 16:00
AbstractThe article explains the contradictions faced by the Brazilian public schools in integrating Digital Information and Communication Technologies (TDIC) in education. This policy was evidenced during the COVID-19 pandemic, due to the urgent adoption of the National Digital Education Policy Act (PNED) in 2023, without broad debate in society. Especially in a reality that presents accentuated and complex regional inequalities in the access and mastery of TDICs, which impacts mostly on economically disadvantaged areas. This article aims to investigate the impact of the amendments to the National Education Guidelines and Bases Act (LDB) by PNED on Brazilian school education, analysing the potentialities and challenges linked to pedagogical practice. This documentary research analyses the LDB amendment arising from the PNED, using the historical-cultural method. The result reveals that in the update of the LDB, there is an emphasis on the adaptation of students to existing technologies, not promoting the critical development of TDICs and mediating conditions for digital education to promote mutual integral development of teachers and students. It concludes the importance of a critical discussion on digital education, going beyond the simple inclusion and use of technologies. It proposes to rethink the educational structure, focusing on the promotion of creativity, innovation, scientific and technological development, aimed at human emancipation.
Supporting pupils with special needs in emergency situations: the reflective and activity approach (1/2)
Discussion table (45 minutes)537Rano Zakirova Engstrand; Stockholm University
11. J.F. Staal RoomWed 14:30 - 16:00
The presentation focuses on discussion of possibilities of organizing education for pupils with special educational needs and disabilities (SEND) during emergency situations similar to that of the COVID-19 pandemic in the light of the Vygotsky's Principle "One Step in Learning — A Hundred Steps in Development" as described by Zaretsky (2015). It is built on findings from research conducted with parents of adolescents with SEND aimed to explore their perspectives of provision of educational and special educational support by school professionals in general lower secondary schools (grades 7-9) during the pandemic in Sweden. The discussion will seek to understand ways and possibilities to apply the reflective and activity approach (Zaretsky et al.,2013; 2015) to provide high quality special educational support in general (inclusive) school settings during emergency situations that may arise in the future.
Addressing racial disparities in school exclusion: CHAT approaches in research and practice (2/2)
Discussion table (45 minutes)624Peter Hick; Edge Hill University
11. J.F. Staal RoomWed 14:30 - 16:00
This Discussion Table will provide a forum for researchers to share perspectives on how Cultural Historical Activity Theory can be drawn on to address inequalities in schooling, with a particular focus on disciplinary practices and exclusion.
There are long-standing racial disparities in school exclusions in US and European contexts, particularly experienced by historically marginalised or under-served communities. More complex patterns of racial disproportionalities remain in relation to rates of identification of particular categories of special educational need and disability.
Intersectional perspectives on race and disability in education are vital to understanding how inequalities are perpetuated through education systems more broadly. Together these widespread phenonmenon represent a critical lens on processes of the cultural construction of difference through educational systems.
Substantial work has been done on these issues in the USA in particular, but much less in Europe. There is an urgent need to provide spaces for researchers to explore these issues in international contexts and to share ideas for developing research in this area.
Promoting Socioemotional Development: Insights from Technical and Vocational High Schools Leadership (1/3)
Paper presentation (presented in person at the congress) (30 minutes)197Viviana Hojman; Pontificia Universidad Católica de Chile
12. Blue RoomWed 14:30 - 16:00
In this research, our primary goal is understanding the best leadership practices in Technical and Vocational High Schools (TVHS) that promote the development of socioemotional skills and/or well-being in order to offer support to educational leaders, policymakers, and researchers in effectively addressing the ongoing challenges within TVHS.Regarding our methodology, we initially identified commendable practices through an open call and subsequently subjected six of them to a rigorous blind review process. These practices were examined as individual case studies within the framework of Engeström's (2015) model of Activity Theory. Subsequently, an integrated analysis was performed to identify crucial elements pertinent to the continuous enhancement of leadership within TVHS.The outcomes of our study reveal that these practices not only enhance academic learning but also nurture the social and emotional competencies of students. They achieve this by promoting collaboration, enhancing interpersonal relationships, and cultivating an environment where active listening and reflection are fundamental. Concurrently, these practices establish avenues for active participation and constructive dialogue, offer emotional support during challenging periods, and advocate for the inclusive education of all students. These approaches significantly improve the overall school environment and contribute to the well-being of the entire educational community.
Gonzalez Rey's Theory of Subjectivity in working with men who commit violence against their partner. (2/3)
Paper presentation (presented in person at the congress) (30 minutes)243Mariano Acciardi; University of Buenos Aires, Faculty of Psychology
12. Blue RoomWed 14:30 - 16:00
This work emphasizes the absence of a complete integration of the gender perspective within cultural-historical psychology. Drawing on Abya-Yala's feminist critiques, there's a shared epistemic critique of Western scientific modernity, particularly challenging universal categories. The qualitative epistemological critique is crucial, aiming to understand the complexity of human beings within specific contexts.Regarding violence by men against their partners, historical attempts to address it are criticized for being reductionist. These reductionist approaches are insufficient for comprehensive intervention and understanding the problem. A call is made to move beyond abstract masculinity, emphasizing the need to conceptualize masculinity based on social and individual subjective configurations in specific group situations.The methodology involves an in-depth examination of Fernando González Rey's theory of subjectivity and qualitative epistemology, applying it to a five-year engagement in programs for men engaged in gender-based violence. The qualitative epistemological framework guides the development of local indicators for praxis. The review of work within these programs highlights the use of Bronfenbrenner's ecological model and emphasizes an interdisciplinary, transdisciplinary approach.Theoretical and practical findings stress the importance of the constructive-interpretative methodology, offering tools for qualitative advancement. Subjectivity is seen as developing within cultural practices, irreducible to individual representations. The narrative of men who commit violence is viewed as an intricate interplay of symbolic-emotional processes within specific subjective configurations. The dialogic work within groups aims to qualitatively deploy subjectivity, unraveling the interweaving of subjective configurations at individual and social levels underlying subjective senses legitimizing gender violence.
Contributions of Theory of Subjectivity to gender and sexuality studies (3/3)
Paper presentation (presented in person at the congress) (30 minutes)494Daniel Goulart; University of Brasília (UnB)
12. Blue RoomWed 14:30 - 16:00
This paper presents a theoretical reflection, which aim to discuss the contributions of González Rey’s Theory of Subjectivity in a cultural-historical perspective to gender and sexuality studies, in order to open up new explanatory avenues for these phenomena. From this perspective, subjectivity is ontologically defined by the integration and dialectical articulation of emotions and symbolic processes, forming new dynamic qualitative units: subjective senses and subjective configurations. In this perspective, subjectivity refers to a complex symbolic-emotional system, which is configured by individuals and social groups, through the interweaving of individual and social subjective productions in various dimensions of life. From this perspective, sexuality and gender are understood as individual and social subjective configurations, which are generated from subjective processes that the person neither directs nor controls. Individuals and social groups subjectively configure gender and sexuality during lived experiences, within various social contexts, fed by different cultural practices, including cisheteronormative ones, which are tensioned by the actions of individuals and social groups. This means that individuals and social groups can produce alternative paths of subjectivation to cisheteronormativity, in order to generate new subjective configurations related to gender and sexuality, which can favor the subjective development of individuals who experience sexual and gender dissidences. This opens up a way forward in proposing new relational practices that are oriented towards the emergence of the subject, favoring the opening up of more authentic and less repressive paths of subjective expression of sexuality and gender, which are always beyond normative control and intentionality.
Exploring contextual factors shaping EAL students’ mathematics learning with instructional videos (1/3)
Paper presentation (presented in person at the congress) (30 minutes)619Alice Shihua Yu; Monash University
24. New York Room IWed 14:30 - 16:00
This qualitative study investigates how contextual factors shape mathematics learning with instructional videos of English as an Additional Language learners, focusing on their experience and the mediating role of video design. Ten native Chinese-speaking participants from both undergraduate and graduate mathematics courses at an Australian university were interviewed, and they were also invited to watch their self-selected mathematics lecture recordings for the researcher's observation. Underpinned by a combined conceptual framework of Vygotsky's sociocultural theory and cognitive theory of multimedia learning, findings reveal learners' diverse reliance on their mother tongue/first language (L1) in learning mathematics through English (L2) instructional videos. While some undergraduate learners preferred to memorize unfamiliar mathematics terms directly in L2, graduate mathematics learners compared terminologies in both languages to better understand their meanings. Bilingual subtitles are hence proposed as an effective tool to support translingual learning, expanding learners' Zone of Proximal Development (ZPD) and deepening subject comprehension. Other strategies such as highlighting L2 terms within subtitles are also suggested to cater to learners' preferences. This study underscores the fluidity of 'first language' definitions and highlights the importance of flexible video designs that accommodate translingual practices used in Content and Language Integrated Learning (CLIL). These findings contribute to a deeper understanding of EAL learners' needs and offer insights into enhancing their mathematics learning experiences with instructional videos.
Artificial Intelligence to Develop Students’ Conceptual Understanding in the Writing Process in English (2/3)
Paper presentation (presented in person at the congress) (30 minutes)653Irina Engeness; Østfold University College
24. New York Room IWed 14:30 - 16:00
This study examines how students developed their conceptual understanding in the writing process with Essay Assessment Technology (EAT) - target class and Microsoft Word - comparison class. Data was collected in the three lower-secondary schools in Norway where 93 students and six teachers participated in the project.
The study employs the cultural-historical perspective and, in particular the contribution of Galperin to examine how students interacted with the feedback offered by EAT to develop their conceptual understanding during the writing process.
Findings reveal similarities in how students in both classes interacted with the feedback: they focused on the development of their understanding of the type of feedback they received from EAT (target classes) and the types of feedback they were supposed to offer each other by using the assessment rubric (comparison classes). The students in the target class used feedback from EAT as a starting point for their discussions whereas the students in the comparison class explicated their uncertainty about the types of feedback they were to provide. The quantitative analyses show that the students in the target classes improved their marks from the pre- to post-test (first and last drafts); while the marks went up from the pre- to the post-test in only one comparison class. The achievements of the students in the two other comparison classes were lower on the post-tests than on the pre-tests.
These findings provide insights to educators and researchers on the potential of AI technology in supporting the development of learners' conceptual understanding and improving their writing skills.
Using Artificial Intelligence in Classroom: How Lower Secondary School Teachers Facilitate Students’ Writing Process with Formative Feedback (3/3)
Paper presentation (presented in person at the congress) (30 minutes)654Irina Engeness; Østfold University College
24. New York Room IWed 14:30 - 16:00
This study offers insights into how lower secondary school teachers guide students in their writing process using an AI-based automated feedback tool. In this design-based approach study, we examine how teachers facilitated the writing process in both target and comparison classes. The research involved six teachers and their students. In target classes, students received feedback from the automated feedback tool, while in the comparison classes, the students received feedback from their peers. Using Galperin (1989) conceptualization of learning as an analytical lens, the data was analysed through quantitative and qualitatively approaches. A one-way ANOVA and interaction analysis were conducted to discern patterns in teachers' facilitation. The findings highlight a significant difference between the two groups in the orientation and communicated thinking phase, but no significant difference in the dialogical thinking phase. Notably, teachers in the comparison class provided more substantial support than teachers in the target class, suggesting that students in the target class may demonstrate greater independence in their learning, possibly due to the feedback received from the automated feedback, thus requiring less support from their teachers.
Transforming school activity: A review study of Change Labs in primary and secondary schools
Paper presentation (presented in person at the congress) (30 minutes)114Adriaan Walpot; Utrecht University
25. New York Room IIWed 14:30 - 16:00
The current state of the art in educational design research is to focus on one perspective (e.g., teacher or organization). Cultural Historical Activity Theory (CHAT), and in particular the Change Laboratory intervention methodology, enables change processes in organizations on a multilevel.Originally developed in healthcare, Change Laboratories have potential for enacting change in schools (Nussbaumer, 2012; Postholm, 2015; Roth & Lee, 2006). Among the small body of studies that have applied Change Laboratory intervention to schools, the majority use Change Laboratory for analytical purposes (Nussbaumer, 2012). Whereas the intervention, according to its designers, contains not only self-reflection, but also transformative purposes (Engeström & Pyörälä, 2021). Application of Change Laboratory in simplified forms, which is most common, removes its development-oriented aspects.Cause for the scarcity of comprehensive Change Laboratory application seems to be that researchers experience difficulty making personal sense of the theory (Postholm, 2015).In order to better understand Change Laboratory’s methodology and its explanative and transformative potential in the context of schools, lessons need to be drawn from those previous scholars who applied Change Laboratory in its full extent. An overview of such studies, including analysis of their methodology and description of the enacted transformations, as well as conclusory recommendations for implementation is needed to path the way for future studies that seek to utilize Change Laboratory to transform schools.
Preliminary conclusions of a systematic literature review of Change Laboratories in primary- and secondary schools will be discussed in terms of lessons for future change efforts design.
Cultivating transformative digital pedagogies: potentials from a South African Change Laboratory (2/3)
Paper presentation (presented in person at the congress) (30 minutes)224Warren Lilley; University of Cape Town
25. New York Room IIWed 14:30 - 16:00
This presentation addresses the ‘transformation’ of postcolonial education with digital technologies. In Southern Africa, the promise of how increased digitisation will address our global socio-economic pursuits and local educational crises has propelled research and development. However, to date, the potentials of digitised education have fallen short of their intended impacts. I locate this lack of transformation to how contemporary research overemphasises digital technologies in provoking change while downplaying the agency of the educators and students who are to meaningfully draw on these devices within their diverse learning settings.
Pre-service teachers´ expectations of professional development in field practice (2/3)
Poster presentation (presented in person at the congress)227Karen Birgitte Dille; Norwegian University of Science and Technology
Poster AreaWed 14:30 - 16:00
Participants involved in teacher education should have a shared understanding of teacher education’s core elements and how they can be implemented (Ministry of Education and Research, 2017). The aim of this study is to get knowledge about what expectations PSTs have about their professional development during field practice.All PSTs in their third year at two teacher education programs were asked to answer a survey which covered questions about PSTs reflections about the enhanced focus on their main subject in field practice. The data material in this study were taken from the open responses in the survey. 23 PSTs had answered the survey when preliminary analysis was conducted. Second generation CHAT was used as inspiration in the analysis.Preliminary results revealed two main tensions. The PSTs that gave responses connected to the first tension were positive to the changes and understood them as an opportunity to go more in-depth in the main subject. Together with their community they could work out as a community of practice. The second tension consist of PSTs who described that it could be a battle between the PSTs in the group about getting the opportunity to teach as much as possible. The PSTs did not see their fellows as developing in a community, rather they described an intention of individual learning.The findings give directions to how teacher education programs should facilitate a shared understanding of field practice and the value of participating in sociocultural practices.
Bridging theory and practice through collective peer teaching in teacher education (3/3)
Poster presentation (presented in person at the congress)340Thomas Eri; Oslo Metropolitan University; Rolf Baltzersen; Oslo Metropolitan University
Poster AreaWed 14:30 - 16:00
Norwegian teacher education is experiencing a deep crisis. Teacher students increasingly report dissatisfaction with the educational program and the number of applicants to the study is dropping. There is reason to question the success of the introduction of an obligatory five-year Master’s program for primary school teachers in 2017. The official political motive behind the reform was to strengthen both the quality of the teaching subjects and the practical training. However, there seems to be a contradiction between the ideal of strengthening the quality and the reality of student dissatisfaction. Our working hypothesis is that this contradiction is triggered by the increasingly strong focus on fostering teacher students’ research skills towards mastering the master thesis, at the expense of more pragmatic professional development towards mastering occupational challenges. Teacher students experience a huge gap between the lesson content and teaching at the Campus and the actual didactical, systemic and social challenges they are faced with when teaching in primary school. Therefore, in the spring term 2022 we initiated an activity theoretical self-study project at the Oslo Metropolitan University to address this issue. The purpose of the ongoing project is to model a new form of pedagogical practice at the Campus through collective peer teaching, which simply means letting teacher students take on leadership roles in the teaching activities. An interesting result from our latest evaluation show that our teacher students evaluate peer teaching as more engaging, meaningful and relevant than the teaching they receive from Faculty members.
Thursday 29 Aug 2024
10:30 - 12:00 Parallel sessions 3
Expanding teaching activities in contexts
Symposium (90 minutes)471Cristiano Rodrigues Mattos ; University of São Paulo; Katerina Plakitsi; Univeristy of Ioannina; Eirini-Lida Remountaki; University of Patras; Glauco S. F. Silva; Federal Center of Technology Education (CEFET/RJ); Gabriel Gomes Santos; Federal Center of Technology Education (CEFET/RJ); Juliana Monteiro Rodrigues; Federal Center of Technology Education (CEFET/RJ); Thiago Brañas Melo; Federal Center of Technology Education (CEFET/RJ); Samantha Voyer; Laval University; Athina Christina Kornelaki; Univeristy of Ioannina; Tara Ratnam; Independent researcher; Glykeria Fragkiadaki; Aristotle University of Thessaloniki; Sylvie Barma; Laval University
01a+01b. Rotterdam Hall 1&2Thu 10:30 - 12:00
The symposium brings together five research papers spanning STEAM education, early childhood science education, museum-based learning, co-teaching dynamics in teacher education, and conflict resolution in professional development. Through the lens of Cultural Historical Activity Theory (CHAT), these studies explore learning in various educational contexts, including formal education and non-formal settings such as museums as well as teachers’ education. Incorporating STEAM principles, the first paper highlights the importance of creativity and knowledge-building capacity in education. The second paper delves into the role of play in science learning, focusing on concept formation, particularly examining the dissolution phenomenon among young learners. In a museum setting, the third paper discusses the Thunderbolt Hunt educational program, emphasizing the practice of the scientific method and the engagement of students in alternative learning experiences. Shifting to teacher education, the fourth paper employs graph analysis techniques to explore the dynamics of co-teaching in physics education, shedding light on collaborative teaching practices. Finally, the fifth paper addresses conflicts of motives and boundary-crossing activities among science teachers, emphasizing the importance of navigating complexities in technoscientific education and the role of curricular artifacts. Together, these studies underscore the multifaceted nature of education, highlighting the significance of interdisciplinary approaches, collaborative learning environments, and ongoing professional development to enhance teaching practices and meet the diverse needs of learners across different educational settings.
Students, partners and staff: Boundaries and transformations in Community Engaged Learning (2/3)
Paper presentation (presented in person at the congress) (30 minutes)327Mayke Vereijken; Utrecht University
02. Veder RoomThu 10:30 - 12:00
In universities worldwide, community engaged learning (CEL) gains traction, motivated by the idea that the university needs to respond to societal issues of today and tomorrow. As a result, we see growing engagement of staff, students and larger communities in CEL. CEL has transformative learning potential for all actors. According to boundary crossing theory, transformation is regularly realized when confronted with boundaries between disciplines, organizational units, roles of students, staff, professionals and education, science and society. This study aims to identify boundaries and learning potential of CEL in order for universities to foster responsiveness. We conducted interviews with students, staff and partners engaged in 35 CEL initiatives across a large university in The Netherlands. Our preliminary findings show that three types of boundaries are meaningful for learning in CEL initiatives: boundaries in terms of (1) actor roles, (2) academic disciplines, (3) systemic practices. We found that boundaries seem to encourage (new) insight into the roles of actors, disciplines and practices involved although roles and perspectives may remain separate. In other instances boundaries encourage new hybrid roles, hence transformation. For example, roles of students and societal partners seem to shift from more passive receiver of knowledge to active agents during the CEL initiative. Implications of this study can help university education in being or becoming (more) responsive to current and future societal issues.
Do spiders share webs? Re-knowing nature through collaborative affective work (3/3)
Paper presentation (presented in person at the congress) (30 minutes)341Niklas Alexander Chimirri; Roskilde University; Patrick Jørgensen; Roskilde University
02. Veder RoomThu 10:30 - 12:00
The “green” transition from fossil fuel to renewable energy is vital to curb global emissions and yet socially contested. Locally this contestation emerges as seemingly irresolvable conflicts around solar and wind power projects. Findings from an empirical research collaboration with a public utility company highlight the challenges with establishing participatory community-based energy practices given the current technocratization and commercialization of renewable energy. Subject-scientific psychological insights reveal that the intersubjective work of reconfiguring existing profit/stock understandings and practices of energy sourcing toward understandings and practices of commons/flows of energy requires collective affective work that needs further theorizing. The paper proposes common sensing as the proto-conceptualization for this kind of re-knowing nature through work/energy.
The paper argues that, by revisiting Leontjev’s seminal spider example of our internally related ecology, a general need for shared exploration of environments can be traced: “threading webs” is not a solitary activity on given the state of the singular organism (for example, a person’s subjective reasons for action), but concurrently a social anticipatory and an evaluative sensing of possible (re)configurations of shared practices/environments. Empirical examples will underline how moments of common sensing hinge upon shared differences and thus a matter of developing each other’s possibilities for participation. Democratic inclusion in reconfiguring energy systems can accordingly not alone be juridically determined; it must (also) acknowledge the indeterminacy of shared embodied engagement in common causes.
Transforming teachers' relationship to knowledge through Fleer's Conceptual PlayWorld (1/2)
Paper presentation (presented in person at the congress) (30 minutes)434Anne Clerc-Georgy; University of higher education, state of Vaud
05. Penn Room IIThu 10:30 - 12:00
In the Swiss kindergarten, learning activities are essentially imposed by adults, originating in primary school and poorly adapted to children's needs. A number of studies have highlighted the importance of taking account of activities initiated by children (Siraj-Blatchford et al., 2002) or of including children's perspectives in activities initiated by adults (Pramling et al., 2019). This is difficult for teachers, since these activities cannot be fully mastered a priori. To do this, teachers need to seize or provoke learning opportunities based on these activities. However, they are not trained to understand the learning content that would enable them to (re)discover the knowledge in the children's actions. They are trained to anticipate, initiate and direct activities.To answer these questions, Fleer's work (2019, 2021) on Conceptual PlayWorld (FCPW) opens up an interesting avenue. The identification of dramatic situations and the knowledge required to resolve them is a lever for building another form of pedagogical content knowledge, historical and cultural, linked to the identification of the meaning of this knowledge (what the appropriation of its use enables in terms of increasing one's ability to act, communicate or think) (Clerc-Georgy, 2021).In this presentation, we will present analyses of collective discussions resulting from FCPW training, in order to identify the development of this knowledge. The results will consist in the identification of : 1) what FCPW work promotes in understanding the meaning of scientific concepts, 2) the nature of the knowledge needed to seize or provoke learning opportunities from child-initiated activities.
Teacher growth in a professional development program on historical reasoning in primary schools (2/2)
Paper presentation (presented in person at the congress) (30 minutes)536Yolande Potjer; Universiteit van Amsterdam and Iselinge Hogeschool
05. Penn Room IIThu 10:30 - 12:00
This study reports on the ways in which a professional development (PD) programme results in change in teachers’ knowledge, attitudes, and practice. The programme taught primary school teachers to reason historically and develop skills to design inquiry-based lessons for historical reasoning. The programme was tailored to participants’ needs, promoting teacher agency in inquiry and implementation. It consisted of fifteen 2.5-hour meetings spread over two school years.Teacher development was monitored through:in-depth individual interviews (pre and post)interactions between participants in recorded PLC meetingsThe model at the basis of the study and analysis is the Interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Analysis focused on individual development trajectories and a description of change sequences and growth networks that indicate teacher change during the programme. The interviews indicated that a combination of professional experimentation (engaging in historical inquiry, searching and using historical sources when designing lessons and bringing lessons into practice), information and stimuli of external sources (modelling historical inquiry by the facilitator, connecting theory about historical reasoning and inquiry to teachers’ experiences during experimentation) and seeing positive outcomes in pupils was fruitful. Examples of growth networks are provided that show how teachers gained more knowledge of historical reasoning and pedagogic approaches to promote it in students and made changes in their practice.
A dialectic pedagogy model for teaching/learning (3/3)
Paper presentation (presented in person at the congress) (30 minutes)561Joanne Hardman; School of Education UCT
06. Penn Room IThu 10:30 - 12:00
Learning in higher education settings requires that students can acquire high level abstract concepts in meaningful ways. This paper proposes a model of teaching that relies on causing cognitive conflict in educational setting to engage students’ learning. Drawing on the work of Vygotsky, Feuerstein, and Piaget, the model developed in this paper illustrates how pedagogy can be used to facilitate students’ acquisition of abstract concepts. The paper introduces the background to the model before presenting a single case study of its use in a large university in South Africa. Forty-eight students registered for an honours course in education participated in this study. Exit slips were used to elicit students’ perceptions of the usefulness of this teaching method and classroom observations during a problem solving activity were recorded to investigate the extent to which this pedagogical method opened spaces for dialogical interaction, specifically in relation to what Mercer (2015) calls exploratory talk, which is indicative of reasoning. Findings indicated that students reported that this model of teaching opens interaction and makes work more easily accessible, and, further, analysis of student talk in problem solving scenarios indicates the presence of exploratory talk, which is illustrative of reasoning.
Integrating learning into real life: A Change Laboratory to expand school instruction (1/3)
Paper presentation (presented in person at the congress) (30 minutes)303Katsuhiro Yamazumi; Kansai University
07. Leeuwen Room IIThu 10:30 - 12:00
Using a Change Laboratory method, this study aims to explore how expansive learning for teachers can be generated and supported in the context of a school reform effort at an elementary school in Japan. Change Laboratory is an experimental research method in which practitioners and researchers transform their work practices through bottom-up, collaborative negotiation sessions. It is a formative intervention methodology rooted in cultural-historical activity theory and seeks to replace the typical top-down linear interventions that dominate school reform.
This study analyzes data from ten Change Laboratory sessions of two to three hours each conducted between March 2023 and March 2024 at Seijo Gakuen Elementary School.
Through the Change Laboratory, participants articulated the contradictions that had historically accumulated in the school’s activity system. The principal contradiction here is the systemic tension between the encapsulated and compartmentalized subject lessons and subject-teacher system, and the cross-curricular, integrated learning and school-wide curriculum development. In the Change Laboratory, new forms of activity that could resolve this contradiction were sought. What became such a new model was one that dialectically overcame the opposition between teacher-led instruction in the subject matter and cross-curricular integrated learning, which de-encapsulated such compartmentalized instruction. It is a new model of school instruction that integrates learning into children’s real lives, fostering the inquiring child. The expansive learning generated by practitioners in the Change Laboratory can be seen as a path through which a simple, abstract model initially grasped is gradually concretized into new, complex objects and forms of practice.
Spearhead projects for the scholarship of university professionals: An online Change Laboratory (2/3)
Paper presentation (presented in person at the congress) (30 minutes)349Brett Bligh; Lancaster University
07. Leeuwen Room IIThu 10:30 - 12:00
This presentation will consider spearhead projects developed within an online Change Laboratory research-intervention. It will first consider the process by which the spearhead projects were developed in online workshops; and then highlight what these spearhead projects tell us about the contradictions the participants are facing in their practices and how they are expanding the object of their activity.The initial aim of the project was to collaboratively re-design a facilitated, reciprocal national mentoring scheme for people involved in learning technology research and evaluation work. The project deployed a variant of the Change Laboratory methodology used by CHAT scholars for many years, but with workshops taking place online due to the geographical distribution of the participants and their constrained professional schedules.Over the course of the research-intervention the participants expanded the object of their activity to consider broader issues of reward, recognition and resourcing for the scholarship of university professional staff (across the UK) and the potential for developing a supportive online community supported through the national Association for Learning Technology.They developed a range of spearhead projects to address these aims, including a national award scheme for public recognition of good work, a charter of values which participating institutions would be asked to sign, and an online community platform for live online seminars and informal blog posts.
Advancing Mass Timber: Applying the Change Lab process on multi-variant activity systems (3/3)
Paper presentation (presented in person at the congress) (30 minutes)370Jose W. Melendez; University of Oregon
07. Leeuwen Room IIThu 10:30 - 12:00
The Regional Engine for Sustainable and Resilient Architecture, Engineering, and Construction in Mass Timber (RE-ACT) project aims to support stakeholder engagement across the U.S. Pacific Northwest Region to create a 10-year strategic plan. Mass Timber in buildings holds the promise to reduce carbon footprint, since it can be a viable alternative to steel and concrete in some building projects. RE-ACT proposed to implement a changed lab formative intervention to identify key multi-system breakdowns as manifested thru tensions and contradiction in work practices of the mass timber supply chain. The RE-ACT project planned for four topical Change Labs to be run at the same time, with 20 participants per topical Change Lab (10 participants each U.S. state of the Pacific Northwest: Oregon and Washington). Only the first three steps of the Change Lab process were implemented. This methodological adjusted sequence to the Change Lab process was due to the number of stakeholders involved in the Change Lab and the amount of data was collected and analyzed in between sessions. Ultimately, the Change Labs will facilitate an inclusive co-production of the mapping of the current mass timber ecosystem and help identity muti-system solutions. Like fourth generation Activity Theory, the unit of analysis of the mass timber ecosystem is the sharedness of the multiple systems that are multi-dependent on one another for their growth or contraction. We hypothesize that this project is the most complex, multi-variant activity systems context on which the formative intervention Change Lab process has been attempted on.
Curriculum studies from the Cultural-Historical Activity Theory perspective in science teaching (2/3)
Paper presentation (presented in person at the congress) (30 minutes)443Mauritz de Vries; University of São Paulo Interunit Graduate Program in Sciences Teaching
08. Leeuwen Room IThu 10:30 - 12:00
The basic education curricular reforms of the last two decades, guided by the concept of competencies and centralized at the national level, have shaped educational trends worldwide. Such reforms have been produced in a context of international standardization of teaching, driven by globalization, and mediated by international organizations, such as the OECD, UNESCO, World Bank and the European Parliament. Science Teaching, the focus of our investigations, also suffers several impacts, such as changes in the importance and centrality of disciplinary knowledge, workload, teaching and learning methodologies, conceptual, procedural, and thematic contents, assessment concepts, teacher training, and learning resources. Different curriculum documents have been developed at different political levels, pointing to an increasing complexity of motives for curriculum production activities. The growing number of curriculum proposals indicates an expansion of activity characterized by the production and implementation of curricula worldwide. In this research, we discuss a proposal for a theoretical-methodological tool to analyze curricular documents critically. The tool should be able to organize and elucidate the motives behind curriculum documents and the activities proposed to accomplish their objectives by analyzing the authors' discourse, mainly to identify the contradictions between the object of the curricular activity and the actual problems faced by the educational systems. Although the proposed tool is under development, we include preliminary results from the analysis of contemporary curricular documents from different hierarchical levels as examples of the tool's use.
A Dialogue between Leont’ev and Gramsci as a Proposal for Studying Power and Change in CHAT (3/3)
Paper presentation (presented in person at the congress) (30 minutes)445Felipe Lopez; Science Teaching Interunity Graduate Program, Institute of Physics
08. Leeuwen Room IThu 10:30 - 12:00
Cultural-Historical Activity Theory helps researchers understand the structure of human activities and the actions to transform them; however, it lacks a materialist-dialectical tool to model power in both societal structure and Transformative Agency. In this work, we introduce Gramsci’s theory to model the power interplay between hierarchical levels, or power dynamics, by discussing how ideas are shaped and sustained within a community. We recognise that the combination of Gramscian’s notion of hegemony and Leont’ev’s concepts of sense and meaning can reinforce each other, leading to a more profound comprehension of the intricate dynamics involved in creating and perpetuating consciousness and agency or contributing to their lack. We aimed to understand how power can be conceptualised within activities and how these concepts can advance our understanding of power in CHAT by proposing a theoretical-methodological framework to study power. As a result, we present a conceptual map that gives structure to the dialectical pair of sense and meaning by introducing the role of hegemonic-established senses in shaping and sustaining activities, which can explain how power is perpetuated and how it can be contested. This map is a tool to help researchers model situations where power is involved, and the relationship between the concepts shows the dialectic synthesis of agency and structure, which is central to understanding power dynamics. We provide two examples of the use of this framework: the case of science denialism focused on the Flat-Earth movement and the case study of unequal gender representation in Finnish universities.
Multilingual English Teaching: Challenges and Possibilities in the Secondary Mainstream Classroom. (1/2)
Paper presentation (presented digitally from elsewhere) (30 minutes)31Vannessa Quintana Sarria; University of Massachusetts Boston
09. Goudriaan Room IIThu 10:30 - 12:00
Researching minoritized English teachers in multilingual settings is pivotal due to their potential to promote educational justice by empowering multilingual students to disrupt exclusive discourses, linguistic hierarchies, and asymmetrical power relationships. However, few studies have focused on actual classroom practices and their complex connections to teachers’ identities, beliefs, and professional biographies. Research regarding in-service multilingual English teaching is problematically scant, and has been mostly focused on monolingual English teachers, bilingual learners, perception surveys at the expense of classroom instruction, while emphasizing minoritized multilingual teachers’ deficiencies. This study explores the lived-experiences, and classroom practices of six diverse-in-service multilingual English teachers in a secondary public education context in Massachusetts. The research ethnographically examines how teachers overcome contradictions in their activity system by mobilizing different resources to enhance their pedagogical decisions in a state that has historically favored white-monolingual English educators and English-only teaching practices.
Drawing on Cultural Historical Activity Theory (CHAT) (Engeström, 2005) and translanguaging as pedagogical practice (Kleyn & Garcia, 2016), this study investigates multilingual English teachers’ journey during an academic year and implements CHAT to hold simultaneous focus on multiple aspects involved on classroom activity trough the triangulation of video-recorded lessons, journal entries, interviews, and field notes of teacher’s participation in multiple institutional events. Findings add to literature by unpacking how a CHAT analysis supports the complex study of multilingual educational settings, its contradictory practices, and transformative solutions. The study also proposes an introspective look to the subject trough the employment of translanguaging to examine classroom decisions and teachers’ agency.
Using developmental teaching to teach concepts for summary writing (2/2)
Paper presentation (presented digitally from elsewhere) (30 minutes)343Marilia Ferreira ; Universidade de Sáo Paulo
09. Goudriaan Room IIThu 10:30 - 12:00
Paraphrasing and summarization are foundational skills for academic literacy (Carson, 2001;Cumming et al, 2000) The research has focused on linguistic analysis of summaries (Keck, 2006, 2014), paraphrase accuracy (Du, 2019, Newman et al, 2018), and the effect of summary instruction on improvement of summaries (Ahn, 2022; Newmann et al, 2019). However, writing instruction that utilizes V. V. Davydov’s developmental teaching approach (Davydov, 1988a,b,c,d) is scarce (Ferreira; Lantolf, 2008; Ferreira, 2018, 2021). This study aimed at investigating 10 Brazilian undergraduates’ conceptual needs related to summarization based on a writing diagnosis and a summary test given after extensive feedback on summary features and how a developmental teaching task (model, problem solving task application of the model) could meet these needs. A germ cell model was designed to lead students to develop writing concepts (communicative situation comprised of goal and audience) that could lead them to understand summary as part of a general principle of communicative situation that affects linguistic choices. The data analysis reveals that two parallel processes occurred: a) significant learning characterized by linguistic changes; b) limited development of writing concepts such as communicative situation and audience. The study can shed light on traditional studies on summarization which are more limited to empirical linguistic analysis and propose a pedagogical intervention that can combine both learning of linguistic and genre features of academic texts with the development of key concepts that are tools to foster more agency in students’ language use in general and in writing more specifically.
Developing Transformative Agency in Culturally Mediated and Socially Constructed Learning as Praxis
Workshop (90 minutes)77Elina Lampert-Shepel; Touro University
12. Blue RoomThu 10:30 - 12:00
The proposed workshop is based on the qualitative case study that explored how beginning educators develop transformative agency (Sannino et al, 2016, Stetsenko, 2016). The study drew on cultural-historical psychology, activity theory, and postmodern art theories. To develop a learning experience for the workshop participants, the researchers applied the research findings on how mastery of a specific sequence of mediational means (Wertsch, 1998) of reflection as narrative, dialog, metaphor/image/schema, and joint artmaking mediated the development of reflexivity as a higher psychological function (Vygotsky, 1987), and educators’ development as agents of their praxis (Freire, 1972). Workshop participants will apply a Creative Scaffolding Model (crSM) in a sequence of joint tool-mediated activities and discuss how implementing this sequence of culturally mediated activities in their own practice could promote reflexive praxis, foster their growth as agents, and support ongoing inquiry and engagement in transformative praxis of promoting inclusivity, combatting inequalities, and disrupting injustice. The workshop aims to have participants directly experience joint artmaking as a disruptor and to engage with transformative learning processes highlighted in the research. Discussion of their experiences of the tool-mediated joint learning will illuminate how these practices can support participants as change agents.
Young People: Transitions, Identities and Futures
Symposium (90 minutes)534Reidar Schei Jessen ; University of Oslo; Orkun Yetkili; University Of Westminster; Adam King; University of Salford; Jamile Leidiane dos Santos César; Federal University of Bahia; Helen Haste; University of Bath; Thalia Magioglou; University Of Westminster; Luca Tateo ; University of Oslo; Nikola Turière; Consultant, Peace Dialogue NGO. Discussant; Dr. Rita Chawla-Dugga
15. Van der Veeken RoomThu 10:30 - 12:00
Our symposium is part of an ongoing discussion that started in the conference we organised at the University of Westminster in October 25, 2023 (https://www.westminster.ac.uk/events/young-adults-transitions-identities-and-future). This symposium aims to connect this discussion on the transitions of Young People and their identities with ways to support them. Our panel members encompass research on different aspects of these transitions from the perspective of Cultural, Political and Educational Psychology. We will explore how these perspectives may bring new ways to understand and to enable inclusive, just and peaceful community building both within our “multiple” selves, our homes, neighbourhoods, work-life, our social media circle, country and global community. We will also discuss how we can diversify and decolonise Cultural and Political Psychology in ways which could contribute to democracy as a form of community building and decision making inclusive of groups historically misrepresented in their socio-political context, but also marginalised from important decisions because of their race, gender, age, or other minority status.
Critical-collaborative methodologies: three different, yet comparable paths
Symposium (90 minutes)558Maria Cecília Camargo Magalhães; Pontifical University Catholic of Sao Paulo; Sueli Fidalgo; Federal University of São Paulo; Luciana De Oliveira Rocha Magalhães; University of Taubaté; Marcelo Dos Santos Mamed; Université de Neuchâtel; Wanda Maria Junqueira de Aguiar; Pontifical University Catholic of Sao Paulo; Laure Kloetzer; Université de Neuchâtel
17. Van Oldenbarnevelt RoomThu 10:30 - 12:00
This ISCAR theme ‘Inclusiveness as a future challenge’ focuses on new
perspectives to develop research that allow participants to be involved in
collaborative critical ways to be and act in the world in order to interpret
and transform world injustice. In this direction, this symposium aims at
deepening and moving the discussion on three different, yet similar,
collaborative methodologies forward. First of all, it is worth clarifying that the
three are employed both for research and professional educational purposes; all
three are based on Historical-Dialectical Materialism and on Vygotskian
studies, see the need for mediational tools that may enable critical practices to
take place and are developed by means of a critical view on data analyses –
understanding critical as necessarily founded on the notion of praxis and the
centrality of language – as well as by critical reflection ways of acting in the
methodology. The focus of the symposium is on the methodology that may be
employed by master’s and doctorate candidates, and therefore, needs to be
delved into by means of continuous education on the part of senior and junior
researchers. This communication will discuss how collaborative critical research
conducted in a cultural-historical interventionist perspective can be
implemented, can describe, and analyze collaborative research for social
transformation, discussing the main concepts and practices supporting the
approach.
13:15 - 14:45 Parallel sessions 4
Promoting indigenous play pedagogy in kindergarten education: influence on teachers and learners (1/3)
Paper presentation (presented in person at the congress) (30 minutes)101Felicia Elinam Dzamesi; University of Cape Coast
05. Penn Room IIThu 13:15 - 14:45
This presentation is about the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4-5 years) in Ghana to implement an indigenous play-based pedagogy. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the 2004 national curriculum. An indigenous play-based kindergarten teacher development programme, grounded in a cultural-historical theory was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes, and practices during the first year of its implementation. This presentation focuses on how the eight (8) participating kindergarten teachers with varying years of kindergarten teaching in five different school contexts implemented an indigenous play-based pedagogy (IPBP). The development of the IPBP followed three phases, namely: (1) diagnostic (pre-intervention); (2) intervention (capacity building); and (3) post-intervention. Qualitative data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed a positive influence of this programme on classroom practices and learners’ active participation in learning. Particularly, learners demonstrated creativity, imagination, and actively constructed knowledge. Teachers became more reflective of their practices and open to learners’ contributions to the teaching and learning process. The essential components of the programme are described as a guide for teacher professional development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
A cultural-historical approach to caring for infants and toddlers in early childhood education (2/3)
Paper presentation (presented in person at the congress) (30 minutes)338Lucinéia Maria Lazaretti; Paraná State University
05. Penn Room IIThu 13:15 - 14:45
With reference to the Brazilian context, this paper examines the concept of care in educational processes of infants and toddlers. Building on the cultural-historical perspective, we argue that care is not limited to basic needs of feeding and hygiene in themselves, but instead it involves social and cultural development. Care is a social situation of development that dialectically intertwines the physical-biological condition, the disposition for communication, and the activity of the human infant with the social environment. We bring an empirical case of a 10-month-old baby in their first transition to early childhood education. Through microgenetic analysis, the findings illustrated actions of care as a processual, shared and negotiated effort of multiple others around a developmental trajectory that required relational, material, and temporal support for bolstering further autonomy and security of the baby in a new educational context. The case highlights the role of shared and collaborative activities in cultural development and demonstrates that care requires meeting infants and toddlers as human subjects through attentive observation and responsiveness to their demands in various situations. Therefore, care also entails supporting the infant’s transition from a family space to an educational one, promoting actions with objects that generate new interests in the cultural environment, and facilitating shared activity between the child, the adult and their others. Care in the early years is thus manifested in interdependent relationships between infants and adults, in a continuous process of monitoring changes and in ways of relating to developmental characteristics and trajectories in this life stage.
Dreaming a dream: Slow sleep in the future of Early Childhood Education and Care (3/3)
Paper presentation (presented in person at the congress) (30 minutes)342Jaakko Hilppö; Helsinki University; Niklas Alexander Chimirri; Roskilde University
05. Penn Room IIThu 13:15 - 14:45
Based on cultural-historical theory (Engeström 1987/2015, Dafermos 2018, Levant 2018), in this presentation we will provide a speculative theoretical investigation of what alternative sleep practices in early childhood and care settings could possibly look like. Specifically, we will contrast our speculation with Clark’s (2023) notion of slow pedagogies in early childhood education and with Tronto’s (2017) democratic theory of caring-with, which acknowledges young and old as ‘equally needy’ citizens. We will enrich our investigation with our own empirical work regarding Danish and Finnish kindergartens and their sleeping practices (e.g. Chimirri 2024, Hilppö 2023). By this, our goal is to challenge and further develop current discussions about utopias which thus far have not touched on what the future of sleep could look like. In particular, sleep is discussed as a relational and material practice, which has the potential to question the artificial ideal of a societally well-functioning and productive individual contra a seemingly unproductive and ‘needy’ Other.
Play and Children's Executive Function Skills Development: Evident from an Experimental Research (1/2)
Paper presentation (presented in person at the congress) (30 minutes)25Aleksander Veraksa; Lomonosov Moscow Sate University, Faculty of Psychology
06. Penn Room IThu 13:15 - 14:45
The level of executive functions in childhood is a significant predictor of academic and social success in school (Best et al., 2011;Veraksa et al., 2022). According to research, play is an effective way to develop executive functions but most previous studies only evaluated the short-term impact (Bukhalenkova et al., 2020; Sukhikh et al., 2022). This study aimed to determine what types of play ensure stable progress in executive functions in preschoolers. Experimental design included following study groups: role play group, play with rules group, digital play group, and control group. All groups were equalized in terms of the initial level of executive functions. 136 preschoolers, ranging from five to seven years old, attended 14 play sessions, lasting 20-30 minutes. Post-tests on the executive functions using the NEPSY-II (Veraksa et al., 2020) were conducted immediately after the training as well as four months later. As a result, children in all groups demonstrated progress in executive functions immediately after the intervention. Digital play showed the highest efficiency in the first post-test and, unlike other types of play, influenced all components of executive function. However, a sustainable positive effect on the executive functions in the follow-up test was registered only for role play and play with rules, while digital play showed a lasting result only for inhibition. Long-term effects of role play and play with rules were significantly higher than in control group. These data point the potential of role play and play with rules to provide qualitative reorganization of the mental structures.
Play-based teaching Laboratory: an experience of in-service teacher education in the Early Years (2/2)
Paper presentation (presented in person at the congress) (30 minutes)543Juliana Campregher Pasqualini; UNESP
06. Penn Room IThu 13:15 - 14:45
This paper reports an experience of in-service teacher education in the context of Early Childhood Education (ECE). Given the theoretical-practical gaps regarding the possibilities for educational mediation in preschool children's roleplay, particularly related to what type of educational action is necessary for play to develop, this research-intervention experience aimed to investigate, design, and consolidate developmentally-appropriate pedagogical practices in the context of ECE based on the understanding of role-playing as the leading activity at preschool age. In total, ten meetings were held, with seventeen participants divided in two groups. Teachers were required to individually and collectively design pedagogical plans for roleplaying with children and applying it in the classroom. The results were shared and collectively discussed, articulating the assumptions of cultural-historical psychology and a critical and historical approach to pedagogical science. The Laboratory's framework allowed the participants and the researchers to advance in the articulation between theory and practice, proving to be a powerful form of teacher education, as well as for scientific research into the possibilities of designing systematic practices for early years teaching focused on supporting and promoting the evolution of play. Three aspects can be highlighted as pedagogical challenges that emerged from this experience: (1) criteria for choosing play themes; (2) aspects of social relationships to be presented to children in order to promote the development of playful activity; and (3) what are the most effective forms of intervention during play, considering that excessive adult intervention tends to detract play as a child's authored activity.
CHAT as a Way to Overcome Theory-Practice Conundrum in Teacher Education (3/3)
Paper presentation (presented in person at the congress) (30 minutes)184Tara Ratnam; Independent researcher,teacher educator
08. Leeuwen Room IThu 13:15 - 14:45
This presentation frames the theory-practice conundrum in teacher education using the nascent concept of “excessive teacher entitlement” to capture the seeming teacher disinclination to think theoretically and recognize the need to change for creating more equitable educational ecologies in a rapidly evolving multicultural world. The term ‘seeming’ is important here. It suggests that “excessive teacher entitlement” is not a purely personality characteristic, an interiorized deficiency in teachers. This paper uses a CHAT framework firstly, to eschew the largely prevailing deficit view of teachers by tracing the sources of “excessive teacher entitlement” to its socio-cultural and historical sources and secondly, to bring their agentive side to the fore. This transformative possibility is explained through the illustrative case of a small group of teachers whose self-realisation about their excessive self-entitlement, together with a re-evaluation of their past ideas about the “object” of teaching activity, led to a reconstruction of it “expansively” (Engeström, 1987/2015) making them engage in an effort to realize it in forms of action. The principle of “double simulation” is used to analyse this formative initiative with teachers and students set in India and unpack teachers’ transformative efforts in resolving a problem situation they faced in the shift to online teaching during the pandemic. The study has developed a conceptual model of teacher learning capturing its underlying dynamics thus establishing a link between theory and practice based on teachers’ authentic experience in ways that make sense to them.
Forward Anchors in a Change Laboratory: Tools for Transforming Science Teachers’ Practice (1/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)86Isaac Coffie; University of Technology Sydney
09. Goudriaan Room IIThu 13:15 - 14:45
Aim: This study aimed to facilitate science teacher professional learning, transforming their practice in line with changing curriculum requirements that required a more student-centred approach. The study used a formative intervention based on Cultural Historical Activity Theory, called the Change Laboratory to help science teachers from six schools learn and develop their practice in light of these expectations of change.Methods: Over three months, six Change Labs workshops were conducted, plus two interviews with each teacher, six focus groups with students and 18 lesson observations.Results: Analysis of data revealed significant transformation of participating teachers’ practices, with several aspects of student-centred teaching previously considered impossible becoming viable features of classroom practice. Teachers’ practices changed in four key areas that strengthened the student-centred approach: use of questions, assessment, teaching beyond the classroom, and designing a range of activities. Changes that were initially seen by participants as impossible became viable as the Change Laboratory helped the teachers change their perception of what was expected of them in the new curriculum and how they could achieve that despite challenging conditions. This presentation will draw on Sannino’s Model of Transformative Agency by Double Stimulation (TADS), and specifically her concept of warping. It will identify the kedge anchors and associated actions that enabled the teachers to transform their teaching practice amid conflicts of motives.
Change Laboratory intervention with adolescents – dialogue on ethical issues (2/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)444Piia Ruutu; University of Helsinki
09. Goudriaan Room IIThu 13:15 - 14:45
In this presentation, I invite colleagues to discuss ethical issues when conducting Change Laboratory (CL) interventions with children and adolescents in the field. When the participants of the intervention are minors, the ethical aspects should be discussed with great seriousness during the research project in all its phases. The age, level of development, social status, power relations, and context impose special conditions on researchers. On the other hand, researchers must not put the child in a situation that is too demanding or potentially harmful. On the other hand, the researcher should not assume that the child is more vulnerable or incapable of participating because of their age, status, or context. In the presentation, I use two research projects and three CL interventions as examples. The presentation is built dialogically, emphasizing joint discussion. After a short introduction, I will raise dilemmatic examples as mirror material. As a presenter, I facilitate the discussion, but the content is produced jointly based on examples of three field interventions.
Play-based pedagogical model for STEM learning in the early years: A cultural-historical perspective (3/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)465Shukla Sikder; Charles Sturt University; Jenny Dwyer; Charles Sturt University
09. Goudriaan Room IIThu 13:15 - 14:45
Researchers recommend creating STEM learning opportunities through play to grow children’s STEM skills, such as critical thinking, problem-solving, and decision-making from the early years (Fleer, 2022; Sikder et al., 2023). However, there are no specific strategies for educators to implement the STEM learning process for children in early childhood education settings, and this paper will fill the gap. This paper analysed around 3 hours of video data of children’s (3 to 5 years of age) STEM-based play (rocket building), including teacher’s interviews, storybook reading, and researcher’s observation notes using the dialectical interactive approach (Hedegaard & Fleer, 2008) and applied a 4P (Plan, Play, Product and Pedagogical reflection) phases model as an analytical framework (Sikder, 2024). The 4P phases model has been developed using cultural-historical theory in teaching STEM education in the play-based context (Sikder, 2024). The model considers the dynamic process of affect and intellect for children’s conceptual learning (Vygotsky, 1993) through play. According to the model, educators’ active role as human mediators is considered to support children’s understanding of symbolic mediators to unpack their development of higher mental function (e.g., concept formation) (Kozulin 2003; Veresov, 2010; Vygotsky, 1997). It is argued that the rocket-building process, as part of STEM-based play, supports educators to showcase assessment strategies (formative, summative and children’s self-learning) for children’s conceptual learning process and empowers children’s rights and perspectives in play. The findings provide STEM-based teaching strategies through play in line with the Early Years Learning Framework (AGDE, 2022) in the early childhood context.
Promoting Talk and Thought in Classrooms for Indigenous and Marginalized Children
Symposium (90 minutes)355Leah Gazan; University of Hawai‘i at Mānoa; Mary Lennon; University of Hawai‘i at Mānoa; Lois Yamauchi; University of Hawai‘i at Mānoa; E. Brook Chapman de Sousa; University of Hawai‘i at Mānoa
17. Van Oldenbarnevelt RoomThu 13:15 - 14:45
This symposium presents research on the Center for Research on Education, Diversity, and Excellence (CREDE) model that is based on Vygotsky’s theory. The model includes seven principles of instruction for culturally and linguistically diverse children: (a) Joint Productive Activity: Educators and children collaborating to create products together; (b) Language and Literacy Development: Promoting the development of language and literacy throughout the day; (c) Contextualization: Connecting what learners already know from their home and community backgrounds to new learning experiences; (d) Complex Thinking: Developing learners’ higher-order thinking; (e) Instructional Conversation: Engaging children through small group discussions; (f) Modeling: Providing examples as inspiration for what children will do; and (g) Learner-Directed Activity: Promoting childrens’ decision-making in the learning process. The presentations highlight use of the CREDE model in classrooms for Indigenous and marginalized children in preschool, elementary, and middle school settings. The first presentation focuses on research on the model’s use in Greenland, where educational leaders selected CREDE to reform their daycare centers and preschools and adapted it to fit their cultural context. The second presentation describes research that investigated the effects of professional development and school support on teachers’ use of Instructional Conversations with Native Hawaiian learners, kindergarten to Grade 8. School support predicted teachers’ use of Instructional Conversation, which in turn predicted students’ constructing ideas together and contributing meaningfully. After the discussant’s comments, the presenters will engage the audience in Instructional Conversations about the CREDE practices and how audience members might apply the practices in their own settings.
Transformative perspectives in teacher education
Symposium (90 minutes)107Pilar Valenzuela-Ramírez; Universidad del Desarollo; Pina Marsico; University of Salerno; Irina Engeness; Østfold University College; Ann-Thérèse Arstorp; University of South-Eastern Norway
25. New York Room IIThu 13:15 - 14:45
This symposium offers an interdisciplinary exploration of transformative practices in teacher education (TE) through ethnography, cultural psychology, and pedagogic design principles rooted in Galperin's legacy.
The ethnographic lens reveals real-time challenges faced by teacher educators in implementing digital technology, emphasising the intersection of theory and practice.In a qualitative case study at the Universidad del Desarrollo, the philosophical concept of unity of opposites is applied to comprehend transformations towards inclusion. This lens critically examines the interplay between protection and oppression, navigating the tensions between inclusion and exclusion.The third lens focuses on pedagogic design principles for digital environments, drawing on Galperin's legacy. It outlines principles for teachers as contributors to the design of digital learning spaces, addressing the evolving role of educators in the digital era. This lens not only bridges theory and practice but also emphasises the importance of teachers actively shaping social practices within digital learning spaces to foster their digital identity and inclusiveness.In summary, this symposium navigates the complexities of TE in the digital era by addressing the relationships between theory and practice, the challenges associated with technology, and the promotion of inclusiveness within social practices. Through these lenses, it aims to provide valuable insights for enhancing teacher education in the transformative landscape of the 21st century.Each paper presentation is allocated 15 minutes, with an additional 10 minutes for interaction with the participants. Following the three presentations, the discussant will analyse each paper, for 10 minutes, before encouraging audiences to engage in the follow-up discussion.
15:15 - 16:45 Parallel sessions 5
Changing the everyday lives of toddlers, pre-schoolers and school children in educational settings
Symposium (90 minutes)158Marilyn Fleer; Monash University; Iro Zachariadi ; Aristotle University of Thessaloniki; Eleni Stavropoulou; Aristotle University of Thessaloniki; Glykeria Fragkiadaki; Aristotle University of Thessaloniki
01a+01b. Rotterdam Hall 1&2Thu 15:15 - 16:45
This symposium brings together researchers from Australia, Greece and the UK. The three papers draw on cultural-historical research projects undertaken to address the central question of how to change the conditions of children and students who have traditionally been excluded from educational settings and/or specific areas of learning, such as girls in STEM, and how inclusion must also capture teacher access to professional learning. The studies collectively bring forward issues of human rights, and innovations in educational practices. The studies show multiple conceptions of inclusion, where democratization and resilience are the focus, resulting in insights into children's right to learn; teachers’ right to high-quality professional development, and a step change in girls’ access and participation in STEM education.The symposium begins with broad discussion of inclusion in relation to the child’s right to an education in the context of school exclusion through a UK Economic and Research Council funded study undertaken by Ian Thompson. This is followed by an Australian Research Council funded study of children from birth to five years engaged in STEM learning, where the results showed how girls just turning 3 years of age were actively excluded from STEM learning because of social policing between children. The final paper by Glykeria Fragkiadaki and Iro Zachariadi adds to child rights and access through the concept of science literacy as a means of inclusiveness, democratization, and resilience. Children's right to learn science concepts is featured as citizens in child-inclusive societies.
The meaning of meaningful education: mapping the literature from a CHAT perspective (1/3)
Paper presentation (presented in person at the congress) (30 minutes)171Monique Verhoeven; Utrecht University
05. Penn Room IIThu 15:15 - 16:45
Researchers generally understand meaningful education to connect the new contents, ideas and skills that are taught in school on the one hand to students’ out-of-school lives on the other. In considering the experience of meaningfulness as a possible solution to the problem of low school engagement among adolescents, we study the following research question in this literature review: What insights does the literature provide on how experiences of meaningfulness can be facilitated in the classroom and for whom are these experiences meaningful? We do so from a CHAT perspective as this helps us to further understand why what is meaningful to one student, may not be meaningful to another. A systematic literature review is performed. Through a directed content analysis, 155 publications were examined to identify what connections were made between school and out-of-school phenomena, how, and for whom these were meaningful. Four overarching classroom strategies to facilitate experiences of meaningfulness among students were identified: referencing, traveling, imagining and distributing meaning. Also, a CHAT-based analysis of the challenges that each of these strategies are accompanied by are discussed. We conclude that the four overarching strategies should be alternated in teaching practices. Also, we noted that only few studies on meaningful education examined the engagement of individual students, let alone while taking into account the situated nature of students’ participation in school. An implication for future research is to study this more thoroughly.
Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches (2/3)
Paper presentation (presented in person at the congress) (30 minutes)252Thomas Gennen; Université Libre de Bruxelles
05. Penn Room IIThu 15:15 - 16:45
Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.
Distributed agency between preservice teachers and ChatGPT – a formative intervention (1/3)
Paper presentation (presented in person at the congress) (30 minutes)212Hongzhi Yang; The University of Sydney
06. Penn Room IThu 15:15 - 16:45
The rapid development of Generative Artificial Intelligence (GenAI) has caused fears that the rise of AI ‘agency’ will threaten human agency. In particular, in the context of ChatGPT, users have little control over the responses generated by ChatGPT, only over the writing and revising of their prompts. Therefore it is necessary to investigate human-AI cooperation in terms of the negotiation of agency between human and AI. This study aims to explore the development of preservice teachers’ agency during their interaction with ChatGPT and the distribution of agency between them and ChatGPT. The participants are preservice teachers enrolled in an Australian university. This study adopts a formative intervention design within Cultural Historical Activity Theory underpinned by double stimulation, in which participants are presented with a first stimulus which provokes a conflict of motives and a second that provides a developmental pathway to resolve the conflict. Here, the first stimulus is an AI literacy scale. The second stimuli, to enhance participants’ agency, include iterative group discussion and evaluation of the prompts and responses from ChatGPT. Data were collected from surveys, video-recorded interactions between the participants and ChatGPT, and their revisions of the ChatGPT-generated tasks and interviews. This paper proposes a dialogical analysis of the interaction between the participants and ChatGPT to reveal the development and distribution of ‘agency’ between the participants and ChatGPT. This design goes beyond the AI-centered view and aims to make changes to the participants’ practice by enhancing their agency.
Teaching academic English with AI chatbots: a sociocultural perspective (2/3)
Paper presentation (presented in person at the congress) (30 minutes)388Lada Smirnova; The University of Leeds
06. Penn Room IThu 15:15 - 16:45
This presentation aims to provide insights into reimagining EAP classroom practices viewed through a sociocultural lens, with the emergence of AI chatbots. I will first acknowledge the inherent complexity of the EAP classroom and address the flexibility of the language instruction we teach at the Language Centre, as articulated in our learning outcomes. The talk then shifts to the challenges brought about by AI chatbots, including the need for a redesigned curriculum that reassesses what we previously considered as students' Zone of Proximal Development (ZPD). It will also address the necessary competencies to be developed and reevaluated in light of emerging human-machine interaction. After that, I will highlight strategies for leveraging AI's potential to enhance language learning experiences. I will suggest approaching AI affordances from multiple perspectives: as a tool and as a tutor. This dual lens can foster higher-level thinking skills, originality, and creativity among EAP students, better equipping them to become fully engaged members of their academic communities while amplifying their output capabilities.
Digital literacy practices of students and lecturers using e-textbooks at a university of technology (3/3)
Paper presentation (presented in person at the congress) (30 minutes)408Ekaterina Rzyankina; Cape Peninsula University of Technology
06. Penn Room IThu 15:15 - 16:45
Higher education in South Africa has experienced significant transformation and restructuring, presenting unique challenges for both students and lecturers. Amidst these changes, the advent of new technologies is introducing novel learning opportunities, yet their effective utilisation often demands the development of new digital practices. Despite the growing use of e-textbooks in engineering courses, not all South African students are comfortable with this shift.
This study aims to explore how students and lecturers engage with engineering e-textbooks at a University of Technology in South Africa. Focusing on first-year students and lecturers from the departments of Maritime Studies and Chemical Engineering, the study delves into their interaction with e-textbooks. Data were gathered through individual and focus group interviews, , alongside individual interviews with lecturers. This study draws upon Cultural-Historical Activity Theory (CHAT) to understand the socio-cultural and historical factors influencing e-textbook engagement, interaction order, and the usage of affordances of e-textbooks.
The findings showed that introducing e-textbooks as part of the curriculum, the following contradictions were revealed in students' activity system, namely limited knowledge of how to operate e-textbooks, limited use and restricted access. The study contributes to existing knowledge by conceptualising digital literacy practices and pedagogy within an activity system of CHAT. Moreover, the study offers insight into the digital literacy practices of engineering students and lecturers in the context of e-textbook use for the acquisition of engineering concepts, highlighting the nuanced challenges and opportunities inherent in this digital transition.
The sociocultural approach to L2L: analysis of two cases with preschool teachers in Italy and Mexico (1/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)421Salvatore Patera; Università degli Studi Internazionali di Roma; Hugo Armando Brito Rivera; Autonomous Metropolitan University; Cristina Stringher; INVALSI
07. Leeuwen Room IIThu 15:15 - 16:45
Learning to Learn (L2L) is a fundamental competence for lifelong learning and it’s a crucial concept in educational policies internationally. Several L2L components have been included in numerous school curricula on a global scale, from preschool to tertiary education. The most widespread lines of research on L2L include studies focused on the investigation of cognitive, affective, and metacognitive aspects. We argue about the need to analyze L2L acquisition from a socio-cultural perspective, which represents an emerging research field. To do so, we start from Vygotsky’s discussion about the role of “formal discipline” that school subjects have in the formation of students’ competencies and skills. According to this view, teachers' didactic choices and activities have the potential to generate L2L, which can be considered as a culturally shaped competence. Results of an in-depth socio-cultural discursive analysis of interviews conducted with preschool teachers in Mexico and Italy are discussed, as part of an international qualitative study. The discursive analysis, of an interpretative and descriptive type, consisted in the identification of segments that account for the function of “formal discipline” and corresponding generation of skills and knowledge related to L2L aspects. Key excerpts from two significant cases, one Mexican and one Italian teacher, are presented to exemplify cultural differences. The results are useful for advancing the construction of a socio-cultural research framework on L2L and may inform training processes and educational strategies for preschool teachers interested in this competence.
The potential of Science Teaching Projects to develop the autonomy of pre-service teachers (2/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)478Diane Freire; Instituto Federal de São Paulo
07. Leeuwen Room IIThu 15:15 - 16:45
The aim of this study is to understand the development of autonomy by a pre-service teacher in Chemistry. This research was developed at the IFSP in a Brazilian federal public institution, which presents a flexible curriculum that is being built in an interactive and participatory way among students and teachers, besides tentatively promoting students’ autonomy through self-management of learning. In this context, for mastering their degrees, the pre-service teachers should design a project related to secondary school Chemistry teaching, which can be directed at the development of a didactic sequence in the school associated with the program. Taking into account Activity Theory and Expansive Learning (Engeström, 2016) as a methodological theoretical framework, we analyzed the proposal developed by Professor Roberto and also an interview with him, the subject of whose Science Teaching Project involves the problem of alcohol consumption and chemistry. This experience pushed demands on the pre-service teacher' knowledge, as it involved authorship and the complexity of two teaching spaces (secondary education and pre-service teacher) permeated by contradictions and multivocality, leading to autonomy based on relationships.
Emancipatory hacker education and the co-construction of sociodigital futures (3/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)637Alexandre Garcia Aguado; Federal Institute of São Paulo
07. Leeuwen Room IIThu 15:15 - 16:45
Being part of a continuous and dynamic research path, this study aims to understand in a deeper way how hacker education experiences can contribute to the construction of new sociodigital futures besides encourage the co-construction of a sociodigital network with educators and institutions. Researchers, activists and practitioners have glimpsed elements in the educational ecosystem of hacker communities that give us clues and important experiences about the elements that can lead to emancipatory pedagogies in our digitalized societies. A previous study involving hackers from diverse movements and students, teachers and researchers from a brazilian school, revealed a multidimensional understanding of hacker education, pointing to elements of a transformative activist stance based pedagogy in digitalized societies. Six dimensions emerged: inquietude, action-fun, collective, society-community, sharing and the humanistic-technological dimension. In both contexts, the co-creative process, in addition to strengthening the sense of community, is what drives participants to act as transformative agents through the artifacts they can create. This work is ongoing and the next phases will enable us, through the dialogues we will build and the experiences we will learn about, to glimpse strategies that can contribute to emancipatory hacker education and the co-construction of sociodigital futures.
An approach to teachers' identity construction in high school education (1/3)
Paper presentation (presented in person at the congress) (30 minutes)214Miguel Ángel Martínez ; National University of Mexico
08. Leeuwen Room IThu 15:15 - 16:45
This work aimed to clarify the relationship among culture, identity, and narrative processes through analyzing the experiences of high school education professors. Method: ten teachers were interviewed in different modalities of high school employing an interpretative qualitative research approach and the narrative as a valuable resource for dialogue and reflections about experiences and teachers’ practice, within the cultural context educational institutions offer in Mexico. The idea of narrative was pointed out by Bruner (1988) when he analyzed two different kinds of thinking: paradigmatic and syntagmatic, since personal psychology is found in the cultural context, and it is organized around meaning-construction processes connecting men with historical and social dimensions that allow us to understand each other.Results: the approach and experiences shared by the participants permitted us to obtain some reflections upon human, affective, and cognitive dimensions into the range of teacher’s actions, beliefs, intentions, educational practices with young students, their reality reading, trajectory, and feelings with the people that surround them, which we think it gave as a result, certain knowledge and understanding of how teachers’ identity develops in the frame of the academic context’s subjectivity.
Researching Cross National Developmental Processes: Are there knowledge exchange possibilities?
Workshop (90 minutes)544Rita Chawla-Duggan; University of Bath
12. Blue RoomThu 15:15 - 16:45
AimParticipants reflect on combining video modalities with Vygotskian concepts of children’s social situations and double stimulation, to examine cross national development processes for knowledge exchange.MethodsParticipants will be presented with a task-oriented narrative and video clips, based on a methodological study which combined video modalities with Vygotskian concepts of the child’s social situation, and double stimulation. The study examined development processes occurring through father-child interactions within families in four countries. It is an example of a study engaging in the Vygotskian micro genetic analysis of ongoing instructional relationships within children’s social situations. In the study, moments were conceptualised as micro-genetic developmental transitions, understood to occur when disruptions in the line of development prompted qualitative cognitive change. In capturing elements of a child’s social situation through video modalities, the study historically traced dialectic conditions linked to conflict of motives, asking questions which made the non-visible, visible. In doing so, conditions indicated the child’s opportunities for development; that is, microgenetic ‘moments’/‘turning points’ that generated ‘qualitative transformation’, enabling development to be seen in a new way. Taking the position that structures of pedagogic relations occur within regulative contexts, workshop participants will also identify the framing of different instructional relationships in the clips of father –child interactions.OutcomeDiscussion will consider the application of the methodology to participants’ own work; conceptual connections in developmental processes, regulatory mechanisms and values; how cross-national studies show complexity from which to understand developmental processes; and possibilities of knowledge exchange amongst different communities for developing mutual understanding.
Leadership and Learning for the Development of Teachers’ Professional Digital Competence (LeadDig)
Symposium (90 minutes)91May Britt Postholm; Norwegian University of Science and Technology
17. Van Oldenbarnevelt RoomThu 15:15 - 16:45
The underlying idea for the research project (2023-2027) funded by the Norwegian Research Council, which will be the focus of our presentations, is to develop schools that learn by focusing on teachers’ professional digital competence to enhance the pupils’ learning environment and learning in six schools. One of our intentions is to focus on the professional learning of school leaders—both principals and middle leaders—and on their ability to enhance teachers’ professional digital competence (PDC) for their teaching, which is expected, in turn, to contribute to pupils’ learning. With our focus on both principals and middle leaders, the responsibility for school-based development can be distributed among the school leaders. Our idea is based on the premise that an entire school would work towards a common object using developmental work research design (DWR), which is a “formative intervention” (Engeström & Sannino, 2010) methodology developed within the cultural-historical activity theory (CHAT). Research has found that a collective object that everyone in a school is aware of and understands the importance of acting upon is the reason why school-based development can be successful (Postholm, 2018; Timperley et al., 2007). We are in our first year (2023-2024) out of four in the project, and we are actively involved with the core school, comprising 11 teachers and two leaders. At the school, a resource teacher also serves as a facilitator in the teachers’ professional development. The project encompasses all teachers and, consequently, all subjects; however, mathematics holds a particularly central role.
Organizing cross-curricular learning for sustainability: International perspectives
Symposium (90 minutes)597Hongda Lin; University of Helsinki; Antti Rajala; University of Eastern Finland; Ge Wei; Capital Normal University
25. New York Room IIThu 15:15 - 16:45
To foster sustainable development, it is crucial to engage in learning beyond conventional educational settings. Cross-curricular curriculum enables students to integrate personal experiences, real-world scenarios, and traditional school lessons into their learning process in a meaningful way. Many countries have introduced cross-curricular learning in their educational systems only in recent years. However, current implementations show that the demands pushing educational professionals across conventional borders are at odds with established local schooling practices. This symposium examines efforts to organize cross-curricular learning for sustainability in three countries that differ in their educational systems and cultures, namely China, Finland, and Taiwan.The three papers in the symposium will examine the following questions: How can learning for cross-curricular sustainability be organized in collaboration between universities, schools and community stakeholders in Finland, China, and Taiwan? What institutional and inter-institutional resources and barriers can be identified that support or hinder cross-curricular learning for sustainability?Paper 1 examines a case of designing cross-curricular learning to address sustainability in existing pedagogical practices in a Finnish upper secondary school. Paper 2 documents a university-school partnership aiming at developing interdisciplinary pedagogy of/beyond mathematics in a lower-secondary school in China. Paper 3 presents a case of a Taiwanese harbour city where four high schools, a museum, and a university constituted cross-curricular courses around marine issues. Significant portion of our allotted time will be devoted for audience discussion, in which the discussant will invite the audience to explore, dialogue and reflect on global contexts of cross-curricular learning.
Friday 30 Aug 2024
09:00 - 10:30 Parallel sessions 6
Activity Theory: The History, Significance and and Future Prospects (Part 1)
Symposium (90 minutes)531Miriam McSweeney; Atlantic Technological University; Alex Levant; York University; Mikael Brunila; McGill University; Juhana Rantavuori ; University of Helsinki; Cathrine Hasse; University of Aarhus; Yrjö Engeström; University of Helsinki; Kyoko Murakami; University of Westminster
01a+01b. Rotterdam Hall 1&2Fri 09:00 - 10:30
This symposium features a recent book titled Activity Theory: An Introduction, which presents a unique approach to studying the nature, origin, and development of human subjectivity. Its core proposition is that the mind cannot be reduced to individual brain or body functions, nor can be understood as a discursive or cultural phenomenon. Instead, Activity Theory posits that the mind emerges and develops inter-subjectively, and is internalized by individuals always embedded, along with their culture and language, in the context of object-oriented social practices. By refocusing the lens of inquiry from the individual onto the patterns of activity in which they move, this method illuminates a special reality—the materiality of human practice, which shapes the subject in ways that biological and cultural explanations cannot fully capture.
The symposium assembles current scholarship from prominent figures across diverse fields who share the Activity Theory approach. It presents their findings and reflects on Activity Theory’s history, significance, and prospects, with contributions by Mikael Brunila, Juliano Camillo, Michael Cole, Yrjö Engeström, Cathrine Hasse, Alex Levant, Miriam McSweeney, Cristiano Mattos, Kyoko Murakami, Juhana Rantavuori, André Machado Rodriguez, Annalisa Sannino, Anna Stetsenko.
What happens when students gain power?Adolescents' initiatives and decisions in a Change Laboratory (1/3)
Paper presentation (presented in person at the congress) (30 minutes)362Hannele Kerosuo; Tampere University; Pauliina Rantavuori; Tampere University
02. Veder RoomFri 09:00 - 10:30
This study investigates what happens when adolescent students gain power through object-oriented collective activity in the Finnish school context. Specifically, the notion of object-related power as a productive emancipatory force is explored. The issues of power and control in schools are central. Nevertheless, power is seldom discussed, acknowledging its relation to an object. From the perspective of Cultural-Historical Activity Theory, the notion of power is closely connected to the object of activity, which emphasizes the importance of focusing on the object for which power is required. To explore this issue, fourteen eight-graders participated in a Change Laboratory (CL) intervention to redesign their activities by producing projects that were significant to them. This study focuses on a Documentary film project on bullying and acceptance of others created by four students. During one school year, CL sessions were conducted within regular school hours, but without the constraints of the regular curriculum and the pressures of testing and grading. The aim was to facilitate a process in which the students could identify, select, and work on an object that they find significant, not only individually but also for others and society. The data collected from the CL sessions were analyzed qualitatively. The results show how students' initiatives and decisions enable them to gain power through object-oriented collective activity to influence the school and society. The results also indicate the potential of the notion of object-related power in understanding power as an emancipatory force and as a novel approach to control in schools.
Change Laboratories: Measuring transformative agency in action (2/3)
Paper presentation (presented in person at the congress) (30 minutes)415Arjen de Vetten; Leiden University
02. Veder RoomFri 09:00 - 10:30
When teachers encounter structural problems that require a transformation of their teaching practices, there is a need for transformative agency. We used the Change Laboratory methodology to bring about change in a complex educational context and facilitate the development of teachers’ transformative agency (Engeström, 2011). Previous research focused on teachers' intentions for change, based on their expressions during Change Laboratory sessions, while actual changes in their teaching practice has, at best, only been measured using on reflections on the implementation process. Our study emphasizes the actual implementation of new educational models by teachers. The aim was to evaluate the extent to which teachers have transformed their teaching practices and achieved transformative agency. The research, conducted in a Master's of Law program, compared the activity systems of the courses of four participating teachers, prior and after the implementation of changes, and investigated to what extent the changes in the teaching practices resolved the contradictions. We analyzed class observations, interviews and panel discussions with students and learning analytics data. To investigate the role of individual and collective transformative agency in bringing about these changes, reflection interviews with the four participating teachers will be conducted. Initial results indicate the changes in the courses resolved the contradictions and transformed teaching practices, with students taking more responsibility for their learning. Our study offers valuable insight in the link between Change Laboratory interventions, transformative agency, and actual changes in teaching practices.
Taking back control: youth agency and transformative sports education to overcome violent contexts (3/3)
Paper presentation (presented in person at the congress) (30 minutes)493Annelieke van Dijk; Utrecht University
02. Veder RoomFri 09:00 - 10:30
This paper examines the complex dynamics of youth agency in violent contexts and considers the transformational potential of educational environments against the backdrop of a community history of multiple forms of violence. Based on a qualitative longitudinal analysis of young people’s trajectories engaged in community sports programmes in a Brazilian slum neighbourhood, we investigate how they develop strategies to deal with violence and create alternative future pathways. We adopted a sociocultural-historical approach to data analysis focused on the youth’s strategies to develop resilience and resistance to neighbourhood violence, how these changed through time and were related to participation in educational sports programmes. The results demonstrate the importance of developing a highly tuned set of different levels of (perceived) agency. As youth came to understand violence in the neighbourhood as largely beyond their control, they altered their strategies to negotiate related external constraints in order to nevertheless make a future for themselves. Encouraged by a shared moral discourse, their participation in sports education fostered not only individual agency, but also provided a collective resource for resilience and resistance towards violence and social stigma attached to the neighbourhood. Following Freire’s (1994) reflections and related dynamic perspectives on agency (Evans, 2007; Bisgaard, 2021), we interpret their strategies for resilience as acts of resistance, directed at re-creating their environment and future prospects. Finally, using a CHAT perspective towards social transformation, we consider how bottom-up and context-based educational (sports) interventions can enhance opportunities for agency to overcome structural constraints and challenge disempowering social systems.
Expansive visibilization and double stimulation in a TPACK formative intervention (1/3)
Paper presentation (presented in person at the congress) (30 minutes)255Caroline Duret; Haute Ecole Pédagogique (HEPVD)
06. Penn Room IFri 09:00 - 10:30
In light of the challenge of integrating digital technologies and practices into teaching and learning, our study aims to contribute to teachers' professional development. Considering that to meet this challenge, teachers need to reconceptualize their activity and learn how to design technology-enhanced learning (TEL) scenarios, we propose a formative intervention that combines expansive learning with Learning by Design (LBD). It seeks to help teachers transform their practices while considering the digital components within their socio-cultural context. Based on the same epistemological principles as the Change Laboratory, it is designed to trigger transformative agency by double stimulation and is built on the principle of expansive visibilization, which is part of expansive learning. Card-based co-design of TEL scenarios in the third visibilization phase supports the modeling of new actions. Four French teachers from a secondary school in Switzerland participated in this formative intervention with the intention of addressing pedagogical issues related to teaching patrimonial literature. This study analyzes teachers’ developmental trajectory through the lens of double stimulation and TPACK. The preliminary results show that the teachers expressed a conflict of motives between the desire to transmit the pleasure of literature and the need to prepare their students for exams in accordance with national programs. In order to resolve their conflict, they defined the objective of their TEL scenarios as reconciling the pleasure of school reading with the requirements of the national curricula. Our initial findings also tend to show a gradual increase in the mobilization of TPACK while constructing the second stimulus.
Extending funds of identity to collaborative lesson planning in secondary mathematics education. (2/3)
Paper presentation (presented in person at the congress) (30 minutes)360Jane Goodland; University of Manchester
06. Penn Room IFri 09:00 - 10:30
As a mathematics teacher and researcher, I have both studied and experienced the inequalities that are present in the English education system. Mathematics success is measured by attainment in GCSE exams which creates two problems. Firstly, students who are not represented by this narrow success criteria are at an unfair disadvantage, and this tends to fall along lines of race and class, further widening structural inequalities. Secondly, the prioritisation of these tests encourages the use of transmission approaches in teaching – what Freire refers to as the banking model. This creates passive students who lack agency and freedom. These two problems call for an approach to teaching which both recognises that students have different starting points, and challenges transmission approaches. In my PhD, I will attempt to bring together a Funds of Identity approach with Freire’s work on critical consciousness to imagine an education system which starts from where students are at and gives them a genuine voice in their mathematics education. I will use Funds of Identity techniques to find out more about what matters to students. I will then use what I am calling a ‘dialogic maths codesign approach’ to meet regularly with a group of students and collaboratively plan blocks of lessons. In this presentation, I present my initial pilot study and talk about how I will begin my main study in September.
How Lesson Study works and is understood in the Dutch context (3/3)
Paper presentation (presented in person at the congress) (30 minutes)568Siebrich de Vries; NHL Stenden Hogeschool
06. Penn Room IFri 09:00 - 10:30
Lesson Study is a common way for many teachers, especially in Asian contexts, to work on their professional development. In a Lesson Study, teachers go through a cycle that starts with designing a so-called 'research lesson' based on a jointly agreed issue from their own practice and in which external knowledge from theory or from experts is linked to their own practical knowledge. This lesson is then given by a team member, while the other team members observe 'live' and collect data. This data is analyzed together afterwards to improve student learning. Lesson Study is a form of teacher research, with the aim of helping teachers gain more and more insight into the learning and thinking of students. However, it is unclear whether Lesson Study also works and is understood in the Dutch context, where teachers are often used to more formal professionalization approaches such as study days, courses and workshops.This research systematically identifies the pitfalls and challenges of the Lesson Study process using cultural-historical activity theory. In particular, conversations from eleven Lesson Study teams were analyzed for this purpose. Questionnaires and interviews were also conducted and analyzed. An important conclusion is that when teachers understand Lesson Study, they can also learn from it, but when they do not understand it, it proves to be of little effect. The supervisor appears to play an important role, but also appears to be able to hinder the Lesson Study process and its learning potential.
Bloomsbury Handbook on CHAT: a discussion on themes for potential authors (1/2)
Discussion table (45 minutes)499Jaakko Hilppö; University of Helsinki; Monica Lemos; Independent researcher
07. Leeuwen Room IIFri 09:00 - 10:30
In this discussion table we provide an opportunity for scholars interested in contributing to the Bloomsbury Handbook on Cultural Historical Activity Theory to engage with the editors of the book and discuss potential chapter contributions to the book. The discussion table will be held as a sister event to a similar session held as part of the American Educational Research Associations (AERA) Cultural Historical SIG’s programme at AERA’s annual conference in Philadelphia in April 2024. As such, it aims to continue discussing the handbook’s aims, central ideas and core themes with the ultimate goal of securing good alignment between various contributions across the handbook and its sections. Importantly, the open nature of the discussion table format allows for us, the editors, to invite and entice contributions from a wider and diverse community of CHAT scholars than conventional editorial processes allow.
In recent years, we have seen a number of books published that present and discuss the wide range of scholarly work done within the cultural historical research paradigm (e.g.,Levant, Murakami & McSweeney 2024; Yasnitsky, van der Veer & Ferrari, 2014). The new Bloomsbury Handbook on Cultural Historical Activity Theory continues the same initiative with the aim of widening the range of topics, discussions and contributing authors even further. What underscores the need to continue the effort of the previous volumes, is the continuing theoretical fragmentation prevalent in the field of the social sciences and to which the work done within the cultural historical parading offers a clear counter move to.
Inner speech vs. conceptualization and situation modelling: similarities and differences (2/2)
Paper presentation (presented digitally from elsewhere) (30 minutes)643Tatiana Akhutina; Moscow State University
07. Leeuwen Room IIFri 09:00 - 10:30
We aimed to consider two fundamentally different models of language production and comprehension: a model by Lev Vygotsky and a model applied in contemporary cognitive psychology. The similarities between these models are (1) understanding of transition from thought to word as a stepwise process; (2) division of syntactic and lexical operations; (3) consideration of word finding as a two-staged process involving word selection by its meaning and by its auditory form. A principal difference between them is a stage of inner speech (Vygotsky) which serves to translate thought into word meanings. According to Vygotsky, language production “moves from the motive that gives birth to thought, to the formation of thought itself, to its mediation in the internal word, to the meanings of external words, and finally, to words themselves”. Inner speech involves selection of a word whose meaning is determined by the context: the content of thought, internal and external situations, inferences. The word meaning turns into sense which absorbs the content of thought. Inner speech has specific syntactic and pragmatic characteristics. Each inner word is a predicate (comment) to an implied topic. A chain of comments re-absorbs the content of thought and reflects the movement of attentional focus in sense field. According to Vygotsky, “inner speech creates the fields”. The concept of sense field suggested by Vygotsky is close to the concept of situation model. Other common aspects are possibilities of word meaning to change in a specific context as well as the hypotheses of simple forms of syntax.
Decolonial perspectives in additional language teaching: analyses of didactics materials (2/3)
Paper presentation (presented in person at the congress) (30 minutes)603Ulysses C. C. Diegues; Faculdade de Tecnologia de São Paulo; Grassinete Carioca de Albuquerque; Universidade Federal do Acre; Andrea Lima Belfort Duarte; Universidade Federal do Rio de Janeiro; Adolfo Tanzi Neto; Universidade Federal do Rio de Janeiro
08. Leeuwen Room IFri 09:00 - 10:30
In the field of additional language teaching in Brazil imbued by colonial perspectives that affirm social segregation, exclude and silence underprivileged voices, and shape consciousness to maintain social inequalities sponsored by colonizing mechanisms that produce and normalize the exclusion of others, we drive ourselves to constant reflections about our critical-reflective role in the field of additional language teaching and its fundamental transformative contributions to the development of contemporary learners. Based on Decolonial studies (WALSH, 2019; SANTOS, 2021; PENNYCOOK; MAKONI, 2020), Sociocultural-historical Theory (VYGOTSKY, 2001 [1934], 2004 [1968], 2009 [1934]), Applied Linguistics of Resistance (TANZI NETO, 2021), Necropolitics (Mbembe, 2011) and Necroeducation (LIBERALI, 2021) the objective of this paper is to discuss and problematize the colonial aspects present in didactic materials of three additional languages in Brazil: English, Spanish e Portuguese and its possible reflections in the classroom. The methodological basis is the Content Analysis (CARDOSO, OLIVEIRA, GHELLI, 2021), as it seeks to understand the senses and meanings present in different forms of communication. In this direction our preliminary data shows that and all material analyzed shows dominant patterns of colonialism, and they are failing to fight against some forms of local oppression such as racism, feminism, and do not deem the sociocultural diversity of Brazil. Therefore, the contemporary didactics materials must include marginalized voices as well as different local perspectives to recognize and confront the privileges and hierarchies of society.
Conceptual PlayWorlds supporting infants-toddlers’ science concept formation at home (1/3)
Paper presentation (presented in person at the congress) (30 minutes)215Suxiang Yu; Monash University
09. Goudriaan Room IIFri 09:00 - 10:30
Family is the first core institution for young children’s formation of science concept, especially during infancy and toddlerhood. Yet, little is known about family science pedagogy for infants-toddlers. This study examines what families do to support infants-toddlers’ science concept formation at home under the condition of an educational experiment of Conceptual PlayWorld (CPW) of the story of We Are Going on a Bear Hunt. Eighteen families with infants (aged 4 to 24 months old, with a mean age of 10 months old) participated remotely in this study. Multiple data sources were collected, including 11.5 hours of interviews, 29 hours of Zoom workshops and storytelling sessions, and 5.5 hours of video data recorded by families of their CPW at home. The cultural-historical conception of the development of everyday and scientific (academic) concepts were used as analytical lenses. It was found that families support their infants-toddlers’ science concept formation through: (1) Drawing infants-toddlers’ attention to the salient features of science phenomena present in their everyday family experiences; (2) Encouraging infants-toddlers to actively engage in the science phenomena through practical actions for problem solving or through exploration and experimentation; (3) Introducing and associating related science concepts in everyday and imaginative narrative language. It is argued that the collective play narrative brought by Conceptual PlayWorld educational experiment support families to leverage and create science moments at home which create motivating conditions for their infants-toddlers’ science concept formation, and play, imagination, and the mediating role of language are central to create those motivating conditions.
Co-teaching: Supporting toddlers’ mathematics concept learning in joint play (2/3)
Paper presentation (presented in person at the congress) (30 minutes)275Liang Li; Monash University
09. Goudriaan Room IIFri 09:00 - 10:30
It is based on the published paper in British Journal of Educational Studies in 2024: Supporting Young Children’s Exploration of Mathematical Concepts: Co-teachers’ Involvement in Joint Play.
Conference presentation abstract:
There has been a major international focus on the education and care of toddlers. Empirical studies show that adults’ role in play with toddlers is to set up a safe play space and observe from a distance. However, less attention has been given to the role of teachers in supporting conceptual learning in joint play. This paper takes a cultural-historical theoretical perspective and draws upon the concepts of play and subject positioning in play to investigate how co-teaching promotes toddlers (2-3 years old children)’ joint play and their learning of mathematical concepts. Visual data of a group of toddlers playing with two teachers is analysed to explore how they apply co-teaching pedagogy and take dynamic pedagogical positions to support mathematics concept learning in joint play. The findings show that the two teachers collaborated to encourage the toddlers to explore mathematical concepts in joint play. We argue that co-teaching should be promoted to support collective play, as two teachers can work collaboratively to meet the toddlers’ challenges and needs and support their mathematics concept learning. With co-teaching by paired teachers, toddlers’ free play becomes collective and play rules are regulated, helping children use mathematical concepts to deepen their play.
"It was the high school or the street": narrative structures for school persistence. (3/3)
Paper presentation (presented in person at the congress) (30 minutes)538Gonzalo Gallardo; Universidad Pablo de Olavide
09. Goudriaan Room IIFri 09:00 - 10:30
The activity of producing a learner identity typically woven through narratives (Coll & Falsafi, 2010). As narrative production, this activity is related to the discursive genres and narrative structures available in the life context of each subject. Nowadays, the ideology of merit, the emphasis on innovation and self-regulation promoted by the self-entrepreneur (Bröckling, 2015) and the so-called "société du concours " (Allouch, 2017) reinforce the individualizing and heroic perspective of the narratives available to trace and narrate educational trajectories.This presentation will illustrate through two cases of Chilean high school students the narrative efforts and symbolic resources that have to be elaborated by those who cannot credibly tell their learning stories in a heroic way, having to include failure and exclusion in their narratives in order to persist in the educational system. In these cases, faced with major life difficulties and events signified as failures by their contexts, both students used alternative narrative structures to the marvelous or heroic narrative to narrate their school stories: (1) the testimonial account of conversion and (2) the penitent's account or ascent from purgatory. In both cases, going to school only made sense in terms of "cleaning up" one's resume or showing the world a new face of oneself, capable of transcending the negative stigmas that had previously characterized them. Their cases invite us to urgently consider challenging the dominant school narrative that refers to learning as an individual adventure, where the selective enlightenment of some restricts the possibilities of involvement of others.
Abduction and Ascending from the Abstract to the Concrete (2/3)
Paper presentation (presented in person at the congress) (30 minutes)333Riikka Hofmann; Faculty of Education, University of Cambridge and Hughes Hall; Anna Rainio; Faculty of Educational Sciences, University of Helsinki; Sami Paavola; Faculty of Educational Sciences, University of Helsinki; Liubov Vetoshkina; Faculty of Educational Sciences, University of Helsinki
10. Goudriaan Room IFri 09:00 - 10:30
The method of ascending from the abstract to the concrete (AAC) is a classic methodological approach applied in activity theory. Abduction, on the other hand, is a “weak” form of reasoning developed by C. S. Peirce at the turn of 19th-century which is central on analyzing how ideas are generated. Abduction was for long a neglected topic but nowadays often used in methodological literature. We argue that novel formulations of abductive methodology have interesting parallels to the method of AAC. The aim of the paper is to analyze abductive elements in the formulations of the method of AAC in order to develop analytic elements in the AAC method further. On the other hand , the AAC method brings forth ways of developing abduction in relation to research on practices and activities. The methodologically oriented presentation is based on an analysis of different interpretations of abductive methodology and the method of AAC. We use examples from our own empirical research on the formation of theoretical concepts to specify the usage of these methodologies, that is, we aim at bringing reconstructions of the AAC method and abduction closer to the “logic-in-use”. Despite differences, we argue that abductive methodology and the AAC method can enrich each other and provide conceptual tools for understanding concept formation and “imaginative theorizing” in the research on transformation of activities.
Exploring Conditions for Students’ Theoretical Abstraction in a Biology Classroom (3/3)
Paper presentation (presented in person at the congress) (30 minutes)468Anna Broman; Stockholm University; Mimmi Waermö; Stockholm University
10. Goudriaan Room IFri 09:00 - 10:30
The aim of the presentation is to share some findings from our recent study on how theoretical abstraction is facilitated for students through modelling. The modelling process was explored through microanalysis of teacher-students interaction within a designated modelling sequence of biology instruction, based on the Elkonin-Davydov program. Teachers' field notes, film recordings, and researchers' documentation of the lesson were employed to reconstruct and illustrate the "best practice" modelling sequence. The interaction between the teacher and students was described and analyzed through the lens of Learning Activity Theory. The findings suggest some key characteristics in teacher-students interaction aimed at facilitating students’ theoretical abstraction. By keeping the general model in mind, the teacher organizes and leads the modelling process in a way that facilitates theoretical abstraction for the students, enabling them to discern the essence of the specific case they are working on. The study shows that students’ diagrams, adjusted step by step, enable the movement from “specificity” toward the general model as students’ joint final version.
Taking Children Seriously: a caring, relational approach to education
Symposium (90 minutes)125Marilyn Fleer; Monash University; Anne Edwards; University of Oxford; Mariane Hedegaard; University of Copenhagen
11. J.F. Staal RoomFri 09:00 - 10:30
Taking Children Seriously: a caring, relational approach to education
The three 12-15 minute presentations draw on cultural-historical research undertaken by the presenters in Denmark, Norway and Australia. Together they address the question: “what kind of learners for what kind of society?”. The studies reveal features of a relational pedagogy which we argue can help the development of the ethical, questioning, and agentic learners required by society (Hedegaard &Edwards, 2023). The papers discuss the need to take seriously children’s emotions and motive orientations and build common knowledge comprising the motives of learner and pedagogue. This common knowledge then mediates the relational unfolding of children’s responsible agency as learners who can take forward their social situations of development.In the first paper Hedegaard, emphasising attention to emotion when researching children’s actions in their worlds, explains her approach to studying the perspectives of young children and the methodology she has developed to do so. Edwards then takes the focus to a relational pedagogy that complements Hedegaard’s argument. She explains the three relational concepts that underpin this approach and illustrates their use through analyses of teacher-student pedagogic relationships in Norwegian elementary schools. Finally, Fleer presents one aspect of her extensive Conceptual PlayWorld research. Drawing on the same relational concepts she discusses what emerged in relation to four-year-old children’s development in a model of co-teaching with industry partners. The symposium is structured so that 40 minutes is given to discussions where participants can connect the ideas underpinning the symposium with their own pedagogic research.
Dialectics as Methodology: An Interactive Workshop
Workshop (90 minutes)571Carrie Lobman; Rutgers University
12. Blue RoomFri 09:00 - 10:30
We are living in and through a time of ever-increasing polarization the likes of which most of us have not seen before. Even those of us who have embraced the dialectics of socio-cultural-historical theory as a worldview, and uncertainty as an inherent attribute of human existence are pulled by a felt need to “know”-- to choose sides, to hold onto something certain, to “take a stand, or appeal to the moral high ground.”Far from an abstract or purely theoretical concern, this is a political imperative, a task raised by history that requires a revolutionary re-conception of the concept of dialectics that progressives and social change agents hold so dear. Practicing dialectics as a methodology challenges the core dualisms that were the hallmark of modernism–individual and group, process and product, thinking and speaking, cognition and emotion, revolution and stability.Can we create large and small environments where we are able to get beyond dualisms? While the answer itself is unknowable, a tool-and-result methodology exists where groupings of people can put their ideological certainty and end-pointism aside and embrace the imperative that history demands in the middle of the 21st century– to collectively discover/create “the how” of everything that we do.In this workshop we will creatively play with this “how” question and with dialectics as the methodology with which to engage it. In addition, dozens of examples will be shared from education, therapeutics, medicine and health, etc. from different parts of the world.
Individual-collective voice & progressive action: barriers & possible solutions to activist research (1/3)
Paper presentation (presented in person at the congress) (30 minutes)179Sophina Choudry; The Universtiy of Manchester; Artemis Christinaki; The University of Manchester
14. Van Walsum RoomFri 09:00 - 10:30
In this paper, we argue for co-production of strategies to mitigate the needs of the minoritized oppressed communities through community-based consultations. We do so by drawing attention to how oppressive histories, structures and discourses in England have created and reproduced classed, racialized divisions and identities pertaining to schooling, but also generally in society which are manifest in current ways of thinking about social justice research and activity. The approach for documenting the perceptions of the participants drew on previously developed methodologies exploring how narratives and identities (Black and Williams, 2013) inform decision- making, and took an intersectional approach to address how inequalities were understood, in particular highlighting relevant intersections of ethnicity, gender, social class and disability (Choudry, et al., 2017 and Burman, 2020). Narratives emerging from two projects are used to illustrate the commonalities which exist within multi-faceted and nuanced experiences of working-class alienation in the North of England. The findings demonstrate how contradictions between positions vs being positioned, identifications/identities, collective subjectivities and collective action mediate progressive actions and are key to activist research. This work has direct methodological implications for how we, as researchers, are positioned in relation to the communities that we are researching with and the kinds of data such collaborations generate.
Why criticisms liberate partners’ views, not threaten their faces? : Bakhtin’s on dialogue and love (2/3)
Paper presentation (presented in person at the congress) (30 minutes)293Atsushi Tajima; Tokyo University of Foreign Studies
14. Van Walsum RoomFri 09:00 - 10:30
In this paper, I discuss how to empower learners to participate in communications with alien others who have contradictive views in today’s culturally diverse world. I investigate on this issue by focusing on the relevant discussions of Russian philosopher M.M. Bakhtin who described the values of communications with alien other. Bakhtin idealized “dialogues” as communications that respect each speaker’s different viewpoints, because we can investigate coordinate our ideas multilaterally by dealing with critical comments from others. However, such negations from alien others inevitably cause emotional pain because the speaker’s views may be criticised. Bakhtin also pointed that speaker need to have affectionate trust toward critical, because it facilitates dialogue that is respectful of both speakers’ perspectives. Utilizing Bakhtin’s discussions, I and my collaborative researcher developed the educational programs for primary school pupils promoting their dialogues in Japan. We intended to promote children’s productive criticisms by facilitating sense of trust through engaging dialogic tasks that every participant is equally distant from “right” answer. I analysis the concrete conditions to open these critical dialogues in public schools, and discuss the possibilities of educational settings to empower children who participate in diverse dialogues in conflictive world.
Becoming-with rich communicative environments: Re-mediating the microphysics of power (3/3)
Paper presentation (presented in person at the congress) (30 minutes)420Paul Prior; University of Illinois Urbana-Champaign; Julie Hengst; University of Illinois Urbana-Champaign; Larissa Mazuchelli; Universidade Federal de Uberlândia, Uberlândia, Brazil
14. Van Walsum RoomFri 09:00 - 10:30
Foucault’s (1977) account of the microphysics of power highlighted practices of enclosure; categorical grouping; and the decomposition, standardization, and re-engineering of tasks. These practices have been enacted in formal and informal pedagogies for human becoming centered on control, compliance, assessment, and procedural display. In this paper, we begin by discussing the bio-ecological model of rich communicative environments (RCE; Hengst, Duff, & Jones, 2019) defined along three dimensions of activity (agency, meaningful complexity, and flexible optimization oriented to diversity and inclusion). We articulate this model in relation to transformative pedagogies for becoming (e.g., Haraway, 2016; Stetsenko, 2017; Holzman, 2017), to Barad’s (2007) ethico-onto-epistemological framework focused on intra-active entanglement, and to flat CHAT accounts of activity and becoming (Prior & Schaffner, 2011; Smith & Prior, 2020). We then illustrate this model in relation to two case studies, one of ungrading in an applied linguistics course for prospective teachers at a Brazilian university that aimed to implement RCE and one tracing the work of a graduate student union’s bargaining team to expand rank-and-file participation (which enacted a politics well-aligned with RCE principles). Both case studies draw on ethnographic methods (document collection, recording, interviews) to analyze situated activity in these settings and their consequences on trajectories of becoming. In conclusion, we argue this framework of rich communicative environments for becoming-with (Haraway, 2016; Prior et al. 2023) offers a powerful set of bio-ecological principles for assessing and (re)designing environments and invites a radical reworking of everyday politics that can enhance diverse, inclusive forms of participation.
Decolonial languages: multilinguistic and epistemological inputs
Symposium (90 minutes)9Francisco Estefogo; Universidade de Taubaté
24. New York Room IFri 09:00 - 10:30
Considering the dynamics of the social fabric as a space of incessante cultural production (CANDAU, 2008), especially in the multifaceted, plurilingual, interconnected and knowledgeable modern times, arising, particularly, from technological advances, the decolonial movement is absolutely central when it comes to questioning the status quo and the construction of new knowledge. To this end, it is necessary that cultural artifacts, in particularly languages, question inequalities, silencing, homogenization, monoculture, oppression and injustices caused by cultural color blindness (CANDAU, 2008), as well as by colonial epistemology (WALSH, 2009). From a decolonial perspective, the debate about how knowledge is nowadays produced is paramount, in addition to the consequences of this movement in relation to differences and similarities, dehumanization and subordination of knowledge and cultures (WALSH, 2009), normally, rooted in Eurocentrism. Based on the plurilingual context of modernity, this symposium aims to join researches that discuss and reflect on how languages can be inputs to: a) enable dialogues between knowledge and behaviors built on the basis distinct cultures; b) denaturalize epistemic colonial marks and prejudices that permeate society, in particular, in the school environment; c) prospect contexts “in which differences are the central axis of democracy and the development of subjects capable of establishing equitable and fairer relationships” (MEGALE; LIBERALI, 2021, p. 19); d) give new meaning to woven local experiences globally over time; e) promote practices guided on linguistic and cultural multidiversity, as well as the production of knowledge and new languages, anchored in multidiverse cultural socio-historical aspects to somehow prospect social transformations.
Transformative action in sustainability practices: the case of Groene Moslims in the Netherlands (1/2)
Poster presentation (presented in person at the congress)486Semiha Bekir; Utrecht University
Poster AreaFri 09:00 - 10:30
This study aims to presents insights from a case-study of the pioneering Dutch Islamic foundation for Islamic sustainability, the Groene Moslims. The study employs qualitative content analysis of the newsletters of the foundation (N= 26) distributed between 2020 and 2023. Analytically, it is informed by the cultural-historical activity theory and the Islamic pedagogic concept of embodiment, in looking at the emergence of new forms of value-based transformative actions in community-based sustainability education. The results of the study have the potential to contribute to the knowledge of culturally situated practices of role-modelling for youth with Islamic heritage and to feed into sustainability education programs targeting diverse populations.
The potential of the “OGO”-approach for “Transformative Geographical Education” (2/2)
Poster presentation (presented in person at the congress)491Julia Klumparendt; Department of Geography at the University of Bonn
Poster AreaFri 09:00 - 10:30
In view of the current pressing crises, the “value-action-gap” (Chiari et al. 2016: 5) and the great importance of a functioning education in terms of motivating and enabling pupils to participate in transforming their future (Oberrauch & Keller 2016: 1) an educational approach called “Transformative Geographical Education” (e. g. Pettig & Ohl 2023), mainly seeking for ways to adequately prepare pupils for their uncertain future shaped by those multiple crises, has only recently emerged in the (German-speaking) geography didactics, evolving the concept of education for sustainable development. In line with various initiatives and experts (e. g. https://schule-im-aufbruch.de) I argue however, that a fundamental reorientation of the structural and organizational framework of (German) school education is needed to make “Transformative Geographical Education” possible. In view of its overarching educational goals and postulates, I further argue, that the „OGO“-approach could provide valuable points of reference in the regard mentioned above. Within two research stays at the development-oriented Gelderlandschool in The Hague I will thus mainly focus on the enabling features of the „OGO“-approach concerning “Transformative Geographical Education”. The methodological framework in order to explore “OGO’s” potentials in relation to the aforementioned interest is primarily oriented towards the principles of ethnographic (educational) research. By using multimodal qualitative research methods, I seek to identify the implicit characteristics, implementation possibilities, and success factors of “OGO”, that cannot be solely derived from a its theoretical examination. During the poster presentation I would like to discuss the superordinate objectives and the methodological embedding of this research project.
11:00 - 12:30 Parallel sessions 7
Activity Theory: The History, Significance and and Future Prospects (Part 2)
Symposium (90 minutes)539Annalisa Sannino; Tampere University; André Machado Rodrigues; University of São Paulo; Cristiano Rodrigues de Mattos; University of São Paulo; Cristiano Rodrigues de Mattos; University of São Paulo; Michael Cole ; University of California, San Diego; Anna Stetsenko; The City University of New York; Kyoko Murakami; University of Westminster; Juliano Camillo; University of Campinas
01a+01b. Rotterdam Hall 1&2Fri 11:00 - 12:30
This is Part 2 of the two-part symposium titled: Activity Theory: The History, Significance and Future Prospects.
This symposium features a recent book titled Activity Theory: An Introduction, which presents a unique approach to studying the nature, origin, and development of human subjectivity. Its core proposition is that the mind cannot be reduced to individual brain or body functions, nor can be understood as a discursive or cultural phenomenon. Instead, Activity Theory posits that the mind emerges and develops inter-subjectively, and is internalized by individuals always embedded, along with their culture and language, in the context of object-oriented social practices. By refocusing the lens of inquiry from the individual onto the patterns of activity in which they move, this method illuminates a special reality—the materiality of human practice, which shapes the subject in ways that biological and cultural explanations cannot fully capture.
The symposium assembles current scholarship from prominent figures across diverse fields who share the Activity Theory approach. It presents their findings and reflects on Activity Theory’s history, significance, and prospects, with contributions by Mikael Brunila, Juliano Camillo, Michael Cole, Yrjö Engeström, Cathrine Hasse, Alex Levant, Miriam McSweeney, Cristiano Mattos, Kyoko Murakami, Juhana Rantavuori, André Machado Rodriguez, Annalisa Sannino, Anna Stetsenko.
Universities after Pandemic: Transformation towards hybrid practices (1/3)
Paper presentation (presented in person at the congress) (30 minutes)121Liubov Vetoshkina; University of Helsinki; Sami Paavola; University of Helsinki
02. Veder RoomFri 11:00 - 12:30
The COVID-19 pandemic and the followed digital leap have been considered a big source of a crisis in academia. While being a major disruption, the pandemic did not create many of the phenomena in the first place but accelerated the already ongoing digital revolution and managerialization. The post-pandemic era creates new challenges for universities, similarly to many organizations, on how to organize working practices anew. Academic workers need to modify their working practices, including research, teaching, and other tasks, to hybrid practices as both happening offline and online with the help of digital technologies. The aim of the study is to analyse how academic workers are transforming their working practices in the post-pandemic world. Practice-based theories give means to describe how transformation can happen in actual everyday working practices of academics. At the same time, most practice theories, in contract to activity theory as an approach to studying practices, focus on the habituality of practices or on repeated and routine pre-reflective practices (Miettinen et al., 2012). Development of practices requires reflection (Miettinen et al., 2012) and reflexivity (Shulz et al., 2015) from actors, in addition to routine survival. The data for this paper comes from interviews with academic workers of different roles and career stages from one faculty of humanities and social sciences at a Finnish university, conducted a year after the pandemic. In the preliminary data analysis, we focus on traces habituality and reflectivity in practices of academic work in connection to individual working practices, collaborative work, and organization.
Using Galperin’s theory to design a skill-based EAP module (2/3)
Paper presentation (presented in person at the congress) (30 minutes)386Lada Smirnova; The University of Leeds
02. Veder RoomFri 11:00 - 12:30
The purpose of this presentation is to explain how Galperin’s theory (1935/ 2007, in Russian) informed the design and teaching of a pre-sessional skill-based EAP module at the University of Leeds. One of its summative assignments, which could mitigate against the use of AI-generated submissions, is to design a research proposal. Writing a research proposal is a complex academic skill, which is difficult to acquire through the ‘try and error’ approach, and the major challenge for the course designers was to integrate the content “how to” in the form of lectures and tutorials into student activity. While there is a clear need for awareness of how to move from identifying a “real world” issue to developing a methodology to research it, there is also a need to master particular language and structures for communicating students’ thinking. To address this challenge, we applied Galperin’s theory of the stage-by-stage formation of mental operations: a gradual transformation from external (materialised) object-oriented activities, through communication and individual speech, into a mental action (Engeness, 2021). I first present the current module provision and its theoretical underpinning. Then, I move on to the profiles of students and the instructors, and how the module was implemented over 2 years. After that, I address and evaluate the strengths and challenges in promoting, and finish with the practical considerations underpinning the forthcoming changes.
Four levels of contradictions manifested in a university digital teaching activity (3/3)
Paper presentation (presented in person at the congress) (30 minutes)392Meg Colasante; RMIT University
02. Veder RoomFri 11:00 - 12:30
Changes in teaching practice can create contradictions for university teachers that can manifest in various ways. Analysis of such contradictions can both contribute to building a historical view of an otherwise new activity and provide stimulus for further change in practice. Using the four levels of contradictions as classified in cultural-historical activity theory, this paper shares examples of primary, secondary, tertiary, and quaternary contradictions experienced by a team of anatomy teachers in an Australian university. These teachers were initially directed through a university managed project to change their lecture-oriented teaching to be digitally facilitated. From the initial conflict that this directive created, the teachers ultimately took control of their new digital teaching activity and collectively worked on making meaning with their new practice. The complexity of digital teaching practice, as experienced by this team of teachers, is demonstrated through examples of the contradictions experienced at each of the four classification levels. This paper principally focusses on those contradictions exposed through analysis of student-related data from the field. In formative interventionist workshops, the teachers questioned and analysed this collated data to recognise relatively historical contradictions that they confronted during their initial change of practice, and others more recent as a result of their changes in practice. This paper highlights the value of deep analysis of contradictions to build historical and cultural detail of an activity system.
Climate Change Education for social transformation (1/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)442Vandréa Mendonça Apostolopulos; Pontifícia Universidade Católica de São Paulo/ PUC-SP; Fernanda Liberali ; Pontifícia Universidade Católica de São Paulo/ PUC-SP
07. Leeuwen Room IIFri 11:00 - 12:30
Climate Change represents the biggest challenge of our time. The rising of global temperature and sea levels, the changing in weather patterns and the melting of polar ice caps are some examples of events that are occurring on a planetary scale. Our planet has been facing transformations from the early beginning; however, human activity is causing changes faster than has ever been seen before. These changes pose an unprecedented threat to the entire mankind and the ecosystems on Earth. Despite these climate changing events worldwide, the consequences are not equal for all of us due to our social inequality system. Education plays an important role in this situation since it can create new pathways to deal with this. This is the context of our research that investigates how education can truly make the difference and promote social transformation from the project we developed in a Brazilian school located in a poor neighborhood of Sao Paulo. In our research, climate change education is designed through play to provide knowledge, skills and competencies that make them key players of change so that they are able to deal with their own vulnerability and, consequently, provoke social change in the community they live in. These students are part of the Brincadas Project created by LACE (Language in Activities in School Contexts Research Group) in order to develop multimodal repertoires to investigate, describe, analyze, prepare, implement, reflect, propose, and evaluate ways of acting to overcome adversities that have made situations of social vulnerability catastrophic.
Chess for overall development project: history and results (3/3)
Paper presentation (presented digitally from elsewhere) (30 minutes)651Zaretsky Viktor Kirillovich; Moscow State University of Psychology & Education
07. Leeuwen Room IIFri 11:00 - 12:30
In the small town of Satka, Chelyabinsk Region, in 2004, on the initiative and with the support of the President of Magnezit Group LLC S.P. Korostelev, on the basis of the Vertical chess Club (Foundation), with the support of the MCU "Department of Education" of the Satkinsky Municipal District, an experimental platform was launched to create a completely new unique chess technique aimed not at training chess players, but at the general development of students with any development opportunities (also when working with children with special needs).The implementation of this idea was undertaken by the Executive Director of the Vertical Sports Complex, FIDE master A.M. Gilyazov, Honored coach, international grandmaster Yu.S. Razuvaev and Professor of MSPPU, PhD in psychology. V.K. Zaretsky [ 7 ].
Challenges and contributions of second-career teachers entering the activity system of the school (1/2)
Paper presentation (presented in person at the congress) (30 minutes)149Ilona van Heijst; University of Amsterdam; Monique Volman; University of Amsterdam
08. Leeuwen Room IFri 11:00 - 12:30
To address teacher shortages, second-career teachers are recruited to change career from their previous job into education. We studied the challenges and contributions perceived by colleagues in the school when working with these second-career teachers. We used the lens of Activity Theory, interpreting the perceived challenges and contributions in terms of the tools, rules, community and division of labour in the school. Semi-open questionnaires (n = 53) and interviews (n = 26) with direct colleagues (mentors and subject peers), school-based teacher educators, and management staff were conducted.The results show that colleagues perceived positive contributions from second-career teachers to the activity system (AS) of the school as a learning environment for students (AS1). SCTs provide 1) a substantive contribution with their knowledge; 2) a cultural contribution with their positivity, diversity, and refreshing perspectives; and 3) an organizational contribution by increasing the number of teachers in school.However, colleagues also perceive challenges within the activity system of the school as a learning environment for student teachers (AS2), related to adequately guiding SCTs. Additional challenges for colleagues concern balancing their time between the two activity systems and dilemmas about treating SCTs as students (AS2) or experts (AS1).Our findings may help explain the ambivalence of colleagues toward SCTs entering school.
University outreach programs: Bridging academia and society to foster transformative aging practices (2/3)
Paper presentation (presented in person at the congress) (30 minutes)459Larissa Mazuchelli; Federal University of Uberlandia
09. Goudriaan Room IIFri 11:00 - 12:30
Outreach programs serve historically as platforms for educational, cultural, and scientific exchanges, bridging teaching and research while fostering transformative relationships between academia and society (FORPROEX, 2012). Although warranting greater institutional recognition within public universities, outreach endeavors promoting dialogical and ethically responsible experiences (Bakhtin, 2010; Mazuchelli & Oliveira, 2023) and rich communicative environments, which align meaningful complexity, agency and experiential optimization (Hengst, Duff, & Jones, 2019), contribute to cultivating professional practices dedicated to challenging oppression, injustice, and prejudice. Based on group discussions with participants and field notes, this paper explores the initiatives undertaken in two Brazilian university outreach projects that engage with the challenges of older people, who are historically relegated to positions of inferiority and subjected to discrimination and violence. The first project centers around group sessions featuring remembering as an activity (Leontiev, 1965) and is spearheaded by undergraduate Psychology students and older adults at a Basic Health Unit. The second, led by undergraduate and graduate Speech Therapy and Linguistics students, healthcare, and education professionals, operates at the Observatory of Ageism, a project that emerged as a response to the escalation of violence during the COVID-19 pandemic. The presentation aims to discuss and underscore the potency of these encounters in (re)shaping perceptions of ag(e)ing among older adults, students, and healthcare and education professionals; the relevance of intergenerational collaboration in combating ageism and challenging normative discourses on ag(e)ing; and the importance of fostering rich communicative environments for promoting health, well-being, effecting transformative change amidst situations of oppression.
Learning models enhancing students’ reflections about exchange within the place value system (2/3)
Paper presentation (presented in person at the congress) (30 minutes)297Helena Eriksson; Dalarna University; Marie Björk; Stockholm University; Gunilla Pettersson Berggren; City of Stockholm
10. Goudriaan Room IFri 11:00 - 12:30
Abstract:
Research in mathematics education shows a lack of research on empirical classroom studies using the El'konin Davydov learning activity (hereafter ED curriculum) in early mathematics education in Western countries. Anyhow, the few existing studies show results interesting for promoting young students' capabilities to think mathematically. One aspect of the ED curriculum is the specific learning models the students are supposed to construct in these activities. The aim of this presentation is to discuss such learning models constructed by students and teachers in Sweden to enhance understanding of the structure of the place value system (PVS) regardless of what base is used. The PVS is central for deep understanding in mathematics and many students fail to develop a sustained developmental understanding of this mathematical content which can give rise to significant mathematical difficulties later on in the school system. A design study has been conducted with researchers and teachers in collaboration. Results indicate that depending on what learning model the students construct, different aspects are reflected by the students of for example the exchange; when to do an exchange or the transition between number units (e.g. between tens and ones in base ten). When exchanging, each unit can just be counted once and after exchange the changed units have to be removed.
The “Momentum Project” - Students’ and teachers self-realization in organic process of learning (3/3)
Paper presentation (presented in person at the congress) (30 minutes)330Beata Zamorska; Collegium Da Vinci; Przemyslaw Gasiorek; Adam Mickiewicz University
10. Goudriaan Room IFri 11:00 - 12:30
The aim of the paper is to analyze the conditions of the organic learning process of teachers and students using the example of a three-year educational initiative, the Momentum Project, implemented in a private school in Poland. Our study is based on Vygotsky's concept of education as an organic process within a social situation. The organic and functional nature of education reveals not only its unique and inimitable, but also its often unpredictable nature. We will present transformations in the social context of development in the area of: relationships, social and physical space, time organization, actions. We used formative interventions to develop the "Momentum Project" together with teachers and students.The participants were a group of students consisting of the two final grades of primary school and the first year of high school (aged 13-15), two tutors, and experts-researchers.The main results of our intervention research were to identify the complex conditions influencing teachers and students learning and development, including organic deepening and broadening relationship (with parents, local community, academic teachers and students, professionals), psychological unity, shared perezhivanie, agency (from recipients to co-creators), self-realization.
Back to the roots: Rethinking the role of imagination in child development, play and learning
Symposium (90 minutes)304Yuwen Ma; Federation University Australia, Victoria, Australia; Liang Li; Monash University; Milda Bredikyte; Vytautas Magnus University; Leigh Disney; Monash University; Yuejiu Wang; Monash University ; Giedrė Sujetaitė-Volungevičienė ; Vytautas Magnus University; Agnė Brandišauskienė; Vytautas Magnus University
11. J.F. Staal RoomFri 11:00 - 12:30
This symposium brings together researchers studying imagination and child development in playworlds. The cultural-historical concept of play is grounded in Vygotsky’s (1966; 2004) theorizing of children’s creation of the imaginary situation. Through imagination, children change the meanings of objects to create something new that imitates their previous experience (Elkonin, 2005). To answer how children’s creative imagination arises in play and can inform educational practices, we draw inspiration from Guilla Lindqvist’s (1995) playworlds approach. Researchers from Australia, China and Lithuania collectively present studies of imagination as a psychological function supporting children’s development in playworld contexts. Paper 1, as a leading presentation, theoretically discusses the key concepts of cultural-historical theory in early childhood, including personality development and creative imagination. Paper 1 further explains how these concepts drive educational practices and argues that Narrative Playworld in Finland/Lithuania and Fleer’s Conceptual PlayWorld in Australia are possible solutions for supporting children’s development. Paper 2 and 3 illustrate how the intervention of Fleer’s Conceptual PlayWorld supports mathematics and engineering concept learning and development, whilst paper 4 analyses three cases to discuss entrance strategies into a collective Narrative Playworld, highlighting emotional co-regulations as a starting process for intervention. Drawing upon different cultural values, societal demands, and intuitional practices, the four papers presented in the symposium offer new insights into the theoretical understanding of imagination in child development and merge theory into educational practices through playworld interventions.
Excessive entitlement: a novel lens to understand and nurture equity and human flourishing
Workshop (90 minutes)276Tara Ratnam; Independent researcher,teacher educator; Joanne Hardman; University of Cape town
12. Blue RoomFri 11:00 - 12:30
Excessive entitlement is the inconsistency that arises in the gaps between who one thinks they are but are not. An unawareness of this inconsistency gives rise to a sense of arrogance making one hold unreasonable expectations of both the self and others. An example is a teacher who expects students to perform well regardless of the quality of their teaching. “Excessive teacher entitlement” is a fledgling theme in teacher education that I came to while trying to grasp a teacher paradox which was gnawing at me for decades in my work with teachers—the inconsistency among teachers between their good intention to serve all students and their unreflective scripted practice that did not meet the learning needs and preferences of their culturally diverse students. International research piloted to study this phenomenon showed its ubiquitous presence in schools and universities vitiating workplace relationships and learning. However, these findings are not used to blame teachers per se. Instead, a CHAT framework is used to study the phenomenon in its historical and socio-cultural embeddedness and understand how it mediates teacher intransigence. This workshop focuses on its pernicious influence on social relationships, learning and wellbeing in the workplace. Through thought provoking episodes and questions the audience is invited to uncover and name the sources of excessive entitlement that they experience in the workplace, both as victims and victimizers. This cathartic process is meant to make participants thoughtful about social and pedagogic relationships for student flourishing and imagine possible futures to promote social wellbeing
Reconceptualise L2 motivation by using the concepts of perezhivanie and subjectivity (1/3)
Paper presentation (presented in person at the congress) (30 minutes)211Hongzhi Yang; The University of Sydney
14. Van Walsum RoomFri 11:00 - 12:30
Since the 1990s, research on second language (L2) motivation has become increasingly popular and incorporated constructs from cognitive and education psychology. The most popular and influential model is Dörnyei’s L2 Motivation Self System (L2MSS) (2009) which conceptualises motivation as a psychological trait that drives a person to make choices, take actions and effort to achieve a goal. However, there are three gaps in the current L2 motivation research: the lack of research on the role of L2 learning experiences in L2MSS; the need to focus on emotions in L2 motivation; and the need to reveal the process of how L2 motivation changes. This paper proposes that Vygotsky’s cultural-historical theory (CHT) perspective, particularly the concepts of perezhivanie and subjectivity form a unit of analysis for understanding the dynamics of person-environment dialectics and intellectual-emotive process in which individuals experience the world and become motivated to act (Poehner, 2022, p. 19). The concepts of perezhivanie and subjectivity can provide a novel conceptualization for the role of L2 learning experiences and emotion in L2 motivation from a developmental view. Following that, we propose some methodological implications based on the qualitative epistemology methodology. Some empirical data from the pilot study are presented and its implications are suggested for researching L2 motivation from a CHT perspective.
Spanish Bilingual Preservice Teachers’ Syncretic Pivots: A Change Laboratory Intervention (2/3)
Paper presentation (presented in person at the congress) (30 minutes)261Edward Rivero; Teachers College, Columbia University; Sharon Chang; Teachers College, Columbia University
14. Van Walsum RoomFri 11:00 - 12:30
Over the course of its development, bilingual teacher education has emphasized supporting immigrant students and families, especially during preservice teachers’ practicum experiences. Designed as a qualitative case study of 8 Spanish bilingual preservice teachers, our research focused on investigating how preservice teachers engaged in syncretic pivoting through their multicultural curriculum transformation. Syncretic pivoting draws on the concepts of syncretism (Gutierrez & Jurow, 2016) and pivots (Goffman, 1981; Larson, 1995) to describe the process wherein educators serve as cultural mediators between academic and everyday knowledges within multicultural curricula. Aimed at supporting newcomer students who are also English learners, this pedagogical move involves educators pivoting between academic and everyday cultural practices to design culturally responsive pedagogies and consequential learning in their classrooms. We examined how syncretic pivoting is reflected in student teachers’ reflections and lesson plans as they engaged with the diverse cultural repertoires of practice of their students. Through deliberate advocacy for social-justice and equity-oriented bilingual learning opportunities related to the role of culture, multicultural curriculum transformations were constructed by pre-service teachers. Data for this project was collected from a graduate-level seminar course designed as a Change Laboratory (CL) offered at an urban postsecondary institution in the U.S. East Coast. Journal entries, lesson reflections, and final group projects collected from the CL sessions were subjected to narrative analysis using activity theory-based concept coding. Implications for supporting preservice teachers’ curriculum transformation are discussed.
Teachers’ Practice of Fostering Cognition in Content and Language Integrated Learning (CLIL) (3/3)
Paper presentation (presented in person at the congress) (30 minutes)466Xiaoqing Chen; Faculty of Education, University of Melbourne
14. Van Walsum RoomFri 11:00 - 12:30
Theories suggest that developing learners’ cognition is important for quality education, and this is especially crucial for teachers within contexts for Content and Language Integrated Learning (CLIL). CLIL focuses on both new subject knowledge and skills, and an additional language, such as Maths in Spanish (Coyle et al., 2010). This research aims to understand how teachers develop students’ cognition within CLIL contexts, and moreover, how this is done differently based on teachers’ dispositions towards either language or content. Bourdieu (1990) conceives of dispositions as the un- or pre-thought inclinations that guide practice, revealed in actions. In this study, activity theory provides the basis for systemic representations of teachers’ situated practices from which these dispositions will be identified.A multicase study of five CLIL teachers in Australian primary schools provides the data, collected through classroom observations and stimulated recall interviews. These data are organised to construct “activity systems” as analytic representations of each teacher’s practice, to identify repetitions and tendencies that suggest a recurring emphasis on either content or language to classify the teachers’ dispositions. Pedagogical moments of cognitive development are then identified based on Bloom’s taxonomy and CLIL matrix. Comparative cross-case analysis will then build understanding of how a content/language disposition shapes instructional differences in developing cognition. Moreover, activity theory is used to generate situated accounts of teacher practice, which helps explain not only how these differences emerge across individual teachers, but also how their dispositions interact with their systemic conditions that led to those differences.
A Cultural Historical Perspective on Emotional Education
Symposium (90 minutes)504Nacho Montero; Universidad Autónoma de Madrid; Enrique Riquelme; Universidad Católica de Temuco; Simangele Mayisela; University of the Witwatersrand; Beth Ferholt; Brooklyn College, City University of New York; Lara Beaty; LaGuardia Community College, City University of New York
15. Van der Veeken RoomFri 11:00 - 12:30
The objectives for this session are twofold. First, in the interest of creating an ongoing, generative dialogue, we have joined researchers from around the world who are working in very different educational contexts and are all interested in applying a cultural historical perspective to understanding emotional processes. Second, many of us have already engaged in dialogue together for two years and at other conferences, and we are striving to articulate a coherent understanding of emotional education from a cultural historical perspective. The session starts with a first paper, in which a cultural historical perspective on emotional education is outlined with original references within Vygotsky's work and summarizes some of the recent theoretical contributions made by Western researchers. After this general paper, the next contribution focuses on the emotional impact of adversity within the context of community college, contrasting mainstream discussions of trauma to the legacy of Vygotsky’s work to consider how educational systems can address trauma. The third paper presents a study of emotional ideals among Mapuche children entering school in Chile as they engage in an educational system that does not explicitly recognize emotional development or its cultural variations. The last contribution focuses on emotions in post-colonial South Africa’s effort to end corporal punishment, working across three generations to investigate how emotional suppression, ambivalence, and acceptance shape views of corporal punishment. The discussant will relate these papers to her own work, in which she has collaboratively created and studied playworlds in educational contexts.
Sexual/gender dissidence and subjectivity: tensions and possibilities among university students (1/2)
Poster presentation (presented in person at the congress)498Daniel Goulart; University of Brasília (UnB)
Poster AreaFri 11:00 - 12:30
There is an urgent need to develop research that provides a complex understanding of the processes of suffering that emerge in the experience of LGBTQIA+ population, in order to generate educational practices aimed at confronting the dominant cisheteronormative cultural context. Based on the framework of the Theory of Subjectivity within a cultural-historical approach, the aim of this research is to understand the individual and social subjective configurations of sexual and gender dissidence at the University of Brasilia, Brazil, focusing on the construction of educational principles and strategies that favor subjective development in this context. The focus is on whether and how experiences marked by cisheteronormativity are implicated in the production of subjective suffering for students who experience dissident sexualities or genders at university. The Constructive-Interpretive Methodology, based on the principles of Qualitative Epistemology, underpins the entire research process. A case study of the social subjective configuration of gender and sexuality dissidence at the University of Brasilia, and two individual case studies of students who experience sexual or gender dissidence, are underway. So far, the preliminary results indicate the cisheteronormative social context often generates a process of extreme weakening of the social bonds of people who experience dissidence, as well as a lack of alternative socialization spaces to cisheteronormative subjective productions, making it difficult to subjectively configure resources that facilitate new subjective productions that transgress dominant practices. Therefore, the construction of educational processes based on dialogical spaces that favor the emergence of agents and subjects is fundamental to confronting cisheteronormativity.
13:45 - 15:15 Parallel sessions 8
Psychoterapy and Theory of Subjectivity: alternatives for practice
Symposium (90 minutes)526Valeria Mori; Ceub; Amanda Vaz; Ceub; Luciana Campolina; Ceub; José Fernando Torres; Unb; Bruno Cobucci; Unb; Daniel Goulart; Unb
01a+01b. Rotterdam Hall 1&2Fri 13:45 - 15:15
Psychoterapy and Theory of Subjectivity: alternatives for practice
In this symposium we want to present a discussion about different strategies in psychotherapy based on Gonzales Rey's theory of subjectivity. We will present discussions about autism, psychotherapy care, mental health and adolescence. Psychotherapy is an important scenario for understanding the diverse configuration of both social and individual subjectivity. In this sense, the recognition of the person in psychotherapy involves their recognition as a subject in the process of their life. Thus, the psychotherapist's actions are not guided by knowledge dissociated from the subjective meaning processes produced by the person undergoing psychotherapy.
Experimenting with change towards Equitable Educational Systems in Open schooling Science Education (1/3)
Paper presentation (presented in person at the congress) (30 minutes)508Hanna Røkenes; University of Oslo
02. Veder RoomFri 13:45 - 15:15
An education able to inform and foster social change towards sustainability entails the building of collectivities capable of comprehensive and large-scale action. This cannot be achieved unless learning is understood as an achievement of the whole ecosystem (Damsa & Jornet, 2016) and education fosters deep change by transforming individuals and their communities and engages students with global learning and global citizenship in local projects (Gajparia, 2022; Tarozzi, 2023). The current study approaches meaningful sustainability education by investigating how can education participate in organizing and facilitating the transformation towards more sustainable and equitable futures while simultaneously acknowledging the needs for continuity in the current reality? The study draws from data collected in a European sustainability education project, where local and global members in open schooling communities were implementing (interdisciplinary) science education projects and articulated their visions of, and experimented with possible pathways towards more sustainable futures. The preliminary data analysis shows that in teachers’, students’, and other actors’ efforts to make changes for sustainability, a tension exists between transformation and the need for continuity of identities and practices.
Addressing Vulnerabilities: COLINA Project as a Path to Social Transformation (1/3)
Paper presentation (presented in person at the congress) (30 minutes)450Fernanda Liberali; Pontifícia Universidade Católica de São Paulo
06. Penn Room IFri 13:45 - 15:15
The COLINA (Collectives of Investigation and Action) project aims to address vulnerabilities exacerbated by climate and environmental emergencies in São Paulo, Brazil. Grounded in a decolonial perspective, the project challenges anthropocentric, capitalist, and colonial logic and collaborates with institutions working with socially vulnerable groups to develop actionable tools within their respective contexts. By utilizing the concept of ethical-political suffering and embracing the indigenous notion of Good Living, the project seeks to empower marginalized communities and foster social transformation.The methodology employed emphasizes a critical collaborative research approach, centered on amplifying the voices of all participants and communities while managing ethical considerations aligned with the Sustainable Development Goals. Activities are outlined systematically, spanning periods for collective immersion in reality, discussion of needs and objects, reflection on possible activities, and planning and implementation of intervention projects.Preliminary findings highlight the project's pivotal role in empowering marginalized communities and promoting collaborative, intervention-based approaches. The utilization of multimedia tools, art-based activities, and theoretical discussions has facilitated meaningful participation, addressed societal issues, and promoted equity and sustainability within communities. The project's success thus far underlines its potential impact on creating a more just, equitable, and ecologically sustainable society.This presentation summarizes the aim, methodology, and initial results of the COLINA project, emphasizing its quest for social transformation and empowerment of vulnerable communities.
Documenting Deservingness: Emerging evidentiary practices and expertise in US immigration (2/3)
Paper presentation (presented in person at the congress) (30 minutes)542Anna Prior; University of Chicago
06. Penn Room IFri 13:45 - 15:15
Psychosocial immigration reports written by Mental Health Care (MHC) professionals based on a forensic mental health evaluation are becoming vital pieces of evidence in U.S. immigration processes. Reports offer evidence to make an applicant’s deservingness for humanitarian relief legible to immigration adjudicators. As an analytic, deservingness can make visible systemically embedded, morally-articulated inequalities (Tošic ́ and Streinzer 2022). Humanitarian logics shift the way legitimacy of immigration claims and priorities for protection are determined by invoking compassion, representing individuals as victims, and demonstrating trauma (e.g., Fassin 2012; Tickten 2011, Lakhani 2013; Galli 2020). In current immigration contexts, justification of humanitarian action increasingly requires certification of trauma (e.g., Fassin and Rechtman 2009; Malkki 2007). My research describes emerging MHC professional communities and evidentiary practices that constitute a “documentary reality” (Smith 1974) influencing what can be mobilized as “real” in charged social, political, and legal contexts involving diverse experts and genres.Drawing on interviews from 2020-21 with 15 MHC professionals and analysis of reports they have written, I found that evaluators had diverse professional backgrounds, professional guidelines were limited, and reports varied widely in length, style, and goals. Adopting sociocultural theories that shift from expertise as individual cognition to situated and distributed processes of doing and developing expertise, (e.g., Lave and Wenger 1991; Mertz 2007; Carr 2010; Engeström 2018), I highlight experiences and motivations of the MHC professionals, exploring how they learn to do this work, points of divergence in practices, and tensions around differing therapeutic/evaluative practices.
Affect-cognition unit in remote education: a qualitative study in Brazilian higher education (1/2)
Paper presentation (presented digitally from elsewhere) (30 minutes)517Ana Paula Barbosa; Universidade de São Paulo USP
07. Leeuwen Room IIFri 13:45 - 15:15
This study investigates the affect-cognition unity in remote teaching within the framework of the COVID-19 pandemic. Based in Vygotsky's historical-cultural approach, the research aims to analyze the intrinsic relationship between affectivity and cognition the modes of action experienced, apprehended, and objectified by the participants in teaching and learning processes that occurred remotely, through digital technologies, specifically in times of crisis generated within the context of the COVID-19 pandemic.The study, conducted at a federal institution of higher education in Brazil, involved eight college professors and forty-seven students. Data production included focus group, reports from participating professors, student questionnaires, and descriptions of the learning management systems used. Analysis was guided by Vygotsky's principles, focusing on the process rather than the object, essence seeking, and identifying fossilized behavior. Findings revealed essential objective conditions for remote teaching's development, along with challenges and contradictions in pedagogical planning and execution. Family support emerged as crucial for student learning, while professors faced tensions between institutional direction and pedagogical freedom. Remote teaching evoked a mix of emotions, with creativity observed in professors' responses to challenges. Interpersonal relationships mediated by synchronous classes played a significant role, albeit with difficulties in establishing effective virtual meetings. The study underscores the importance of considering both affective and cognitive dimensions in designing effective remote teaching strategies. It highlights the need for adequate support structures, including multidisciplinary collaboration and ongoing professional development, to enhance the quality of remote pedagogy.
Integrating STEM into Playworld: An Exploration of Children’s Concept Formation on Fermentation (1/3)
Paper presentation (presented in person at the congress) (30 minutes)157Utami, Ade Dwi; Universitas Negeri Jakarta, DKI Jakarta, Indonesia; Yus, Anita; Universitas Negeri Medan, Medan, Indonesia
08. Leeuwen Room IFri 13:45 - 15:15
Although children’s learning in STEM has raised attention in early childhood research, there have not been many studies on early childhood STEM education focusing on children’s concept formation. While most of the studies examining concept formation employ the constructivist approach, this study is framed by cultural-historical theory and aims to explore the concept formation development for preschool children during Playworld as an activity setting for STEM learning. Data was gathered through observation of 3 teachers interacting with 12 children (3.5–5.5 years; mean age of 4.6 years), in a group activity, generating 20.2 hours of digital observations of play practices. Drawn upon the concept of play, everyday and scientific concept, and concept formation from cultural-historical theory as the analytical tools for the data analysis, this study reveals how children’s concept formation develops, specifically through teacher-directed concept interpretation, developing personal concept interpretation, and emerging scientific concept. Regarding how children develop the concept formation, it is found that Playworld as the activity setting assist children’s learning and scientific thinking development, specifically on fermentation, by creating imaginary scientific situations that presents scientific problem situations using imagination. The findings demonstrate a connection between imagination on STEM, play and learning in the implementation of Playworld as the play pedagogy to promote scientific thinking development in play-based learning practices.
Towards inclusive activity through the re-production of space in a supported housing unit (2/3))
Paper presentation (presented in person at the congress) (30 minutes)196Hannele Kerosuo; Tampere University
08. Leeuwen Room IFri 13:45 - 15:15
Most previous literature deals with regulation and control whereas little is known about clients’ experiences and feelings about spaces that would encourage and stimulate them in homelessness studies (Huffman, 2018). Physical surroundings can have a significant effect on experiencing oneself as a worthy member of society (McLane and Pable, 2020). Space and spatial arrangements can have both supporting and limiting implications for the lives of previously homeless (Rivlin and Moore, 2001). The aim is to explore how space and spatial arrangements support the development of inclusive activity in supported housing units. Lefebvre’s (2015/1991) spatial dialectics and cultural-historical activity theory are applied to explore the re-production of space and the development of activity in a Finnish supported housing unit. For the purpose, the data of the semi-structured interviews with managers and employees are analyzed. The findings present a story of the questioning the reception space, contradictory re-production of the new “lobby” space, and the initiatives of more inclusive activity and the new object of “humane service”.
Trajectories of Disability-Race Intersections: An Interdisciplinary Analysis of Larry P. v. Riles (3/3)
Paper presentation (presented in person at the congress) (30 minutes)555Michael Hines; Stanford University; Gabriela López; Stanford University; Ayan Ali; Stanford University; Alfredo Artiles; Stanford University; Hannah Motley; Stanford University
08. Leeuwen Room IFri 13:45 - 15:15
Notions of race and ability have been inextricably tied in the history of American education. We have taken up a paradigmatic case for analysis: Larry P. v. Riles. The class-action case resulted in a ban on the use of IQ testing for the identification of Black students as EMR (educable mentally retarded) and placement into separate classes in California. Relying on oral histories conducted with Darryl Lester (the lead plaintiff), family members, experts, and school officials involved in the legal case, as well as thousands of court and legal team materials, we examined how race and disability were entangled over time. We trace three interdependent trajectories that constituted the Larry P. case across activity systems (schools, court, family life) and ultimately contributed to racial disparities in special education. We document the shifting object of the legal team to litigate the case, eventually focusing on biased artifacts (IQ tests). Furthermore, we describe Darryl’s biographical trajectories, including his family and school histories, which were characterized by tensions, battles over opportunities, resilience, and resistance. These parallel trajectories unfolded while classifications of disabilities morphed as professional organizations grappled with the intersections of ability differences with race and other identities. We document the contradictions and entanglements of legal-biographical-institutional trajectories and their consequences. Our analysis disrupts Larry P’s established monolithic narrative of a legal victory. Instead, we chronicle the laminated nature of educational justice in which legal/policy victories are not necessarily aligned with advances in educational opportunities for individuals upon whom legal cases are built.
The impact of a participatory art on community: artifacts and their functions in artistic activities (1/3)
Paper presentation (presented in person at the congress) (30 minutes)280Erika Ishida; Kansai university
09. Goudriaan Room IIFri 13:45 - 15:15
Many art projects involve people who are not themselves artists to participate and collaborate with artists in creating artwork/performance art that connects to social issues. Bishop (2012) calls this trend “participatory art”. The aim of this paper is to explore how participatory art can contribute to the transformation of local community and how this can be done by considering the role of “artifacts” within Cultural-historical activity theory (CHAT). The research is based on a case study of an art project “Yame Art & Agriculture School (Oku-Yame Gei Noh Project)” held in a mountainous area in Japan. The main data include publications of the project and interviews. These data were analyzed in relation to the classification of mediated artifacts (Engeström, 2007) and class of artifacts (Wartofsky, 1979). The analysis illustrated that: (1) practitioners employed instruments (e.g., agricultural work, local tea) to solve their contradictions while progressing the activity; (2) these instruments had various functions and were used as “tool constellations” (Engeström, 2010); (3) the artwork/performance art that was created as the tertiary artifact acquired a strong relation to the function of secondary artifacts. For example, the group’s performance art came to be seen by the community as useful for promoting the local products of the area (i.e., tea). In sum, this case study revealed that although art is generally believed to not be so useful in real life, in reality people can come to use those artifacts in different ways than they originally had planned or thought possible.
Navigating from Individual Conflicts to Systemic Contradictions in a Formative Intervention (3/3)
Paper presentation (presented in person at the congress) (30 minutes)635Yeliz Günal-Aggul; Bogazici University
09. Goudriaan Room IIFri 13:45 - 15:15
The goal of this formative intervention study is to support a group of teachers from different organizational settings in designing their novel professional learning community under a non-profit organization. The analysis presented in this paper focuses on how teachers identified an overarching contradiction in the generalized teacher professional development activity system in Turkey, and organized their activities as a response to it. Specific attention was given to how teachers’ personal sense development accompanied collective expansive learning processes during the problem identification phase. To trace the evolution of community discussions on problems of practice, I focused on turning points reflecting changes in the nature of participants’ discourse with regards to the unraveling of contradictions as critical conflicts and double binds, identification and analysis of activity-level contradictions, and personal sense development throughout the nine community meetings. Analysis revealed that through eight turning points, teachers transitioned from articulating and elaborating their individual critical conflicts to reformulating the initial situation as a double bind in their quest to overcome their critical conflicts. The supports provided to elaborate on this double bind in the intervention made an underlying systemic contradiction salient for them. Throughout this process, individual teachers developed personal sense not only by recognizing the object of activity to which they could direct their professional learning actions but also by reconceptualizing it toward one that provides multiple entry points for meaningful professional learning. Finally, teachers collectively planned the community activities toward the reconceptualized object, aiming for local solutions to the identified contradiction.
Agency-growth Pedagogy: a pedagogy to support the development of child agency (1/3)
Paper presentation (presented in person at the congress) (30 minutes)225Queena Lee; Monash University
10. Goudriaan Room IFri 13:45 - 15:15
Child agency has been largely advocated in Australian early childhood education frameworks. However, a gap has been identified between policy and practice for educators to support children’s agency (Houen et al., 2016; Lam, 2013; Mentha et al., 2015). Furthermore, very few research explaining how agency develops (Sannino, 2022; Varpanen, 2019), which in turn causes educators’ confusion in practice. Building upon these gaps, this research aims to study how educators’ practices support children’s agency development. This research adopts the cultural-historical research methodology with the cultural-historical theory to problematise the research focus and the experimental-genetic method to guide the data collection. 5 university-degree qualified teachers and 12 children aged 4-5 participated in this research.Four stages of agentic behaviour are identified based on three aspects of children’s behaviour, task, tool and operation, to highlight their qualitative changes. With the understanding of the dialectical nature of agency development, teacher participants use a combination of strategies to support children’s specific needs in those three aspects. 15 strategies observed and validated in this study are used flexibly to support different aspects of children’s agentic behaviours, which are classified into the task-oriented, tool-oriented and operation-oriented categories. As such, this research proposes an agency-growth pedagogy with a theory to explain the dialectical nature of agency development, and an approach that guides educators’ practice to support the developmental process of child agency. These findings contribute to the pedagogical toolkit of early childhood educators and researchers not only in Australian context, but also on a global scale.
Theoretical thinking and personality development in formal schooling (2/3)
Paper presentation (presented in person at the congress) (30 minutes)248Seth Chaiklin; None
10. Goudriaan Room IFri 13:45 - 15:15
The first part and main focus is to introduce the idea of theoretical thinking concretely by explaining and illustrating its meaning through a concrete example (a theoretical model of how a battery works). The main purpose of the example (which does not presuppose any prior knowledge) is to communicate a deeper understanding of the idea of theoretical thinking in general, but expressed concretely through this particular example. Similarities and differences between a theoretical explanation and an empirical description are also highlighted through this example, after which a general, concrete principle is introduced that should give a key insight about how to analyse content to develop a concrete theoretical model for any specific knowledge area. The presentation is motivated by an assumption that it is difficult to appreciate the significance of theoretical thinking, if one does not have a concrete idea of the essential features of a theoretical model in a specific content area, and difficult to pursue research in this area without this understanding. The second, briefer part of the presentation is to relate the idea of theoretical thinking to personality development in formal schooling. This discussion, which presupposes an adequate understanding of the general idea of theoretical thinking, will be illustrated with an example drawn from the content area of electromagnetism, where other examples can be generated in response to audience questions.
Arranging Agency in schools (3/3)
Paper presentation (presented in person at the congress) (30 minutes)271Monique Volman; University of Amsterdam
10. Goudriaan Room IFri 13:45 - 15:15
Educational researchers and practitioners in secondary education have recently been showing an increased interest in student agency. This interest is mainly evoked by a perceived decline of students’ motivation for learning at school. Student agency, conceptualized as ownership of the learning process, in the sense of self-regulation and setting one’s own goals, is seen as a solution for this problem. Conceptualizations of agency involving transformative agency, understood as people collaboratively transforming their life circumstances and being transformed in this process, are less common in the educational context. In other practices where professionals work with young people, such as youth theatre, homework support and youth work, however, (seminal) forms of supporting young people’s transformative agency can be found. In this paper we explore what schools can learn from such practices, using insights from a descriptive study into three organizations and action research with five organizations that work with youths. We used document analysis, interviews with professionals and youths, observations, and research by youngsters themselves, to analyse how professionals in these organisations create space for (transformative) agency of young people. We show how, besides strengthening adolescents’ self-confidence and competences, raising consciousness of injustice and imagining a better world are part of their approach, sometimes resulting in action. We discuss the mechanisms of adapting, inviting, challenging and agenda setting that the youth professionals used in varying degrees and various ways, the challenges that they encountered when trying to support transformative agency and the unexpected instances of agency that occurred during the action research.
Theory of Subjectivity from a cultural-historical standpoint: González Rey’s legacy
Symposium (90 minutes)400Daniel Magalhães Goulart; University of Brasilia; José Fernando Patiño Torres; University of Brasilia; Megan Adams; Monash University; Feiyan Chen; California State University;
11. J.F. Staal RoomFri 13:45 - 15:15
This symposium is based on the edited book Theory of Subjectivity from a Cultural-Historical Standpoint: González Rey’s Legacy (Goulart; Mitjáns Martínez & Adams, 2021) which was published by Springer within Perspectives in Cultural-Historical Research series. In this sense, this symposium brings together some of the intellectual contributions made by Professor Fernando González Rey (1949-2019) toward understanding human subjectivity and emphasizing their unfolding in different fields and contexts. This symposium is organized in two main sections. (1) González Rey’s life and work, and (2) Dialogue and contributions to different contexts and fields. Section 1 is represented by two studies. The first one presents González Rey’s legacy in the context of Cultural-Historical Psychology and situates the aforementioned book as a celebration of his academic contributions to various contexts and fields. The second study presents and discusses González Rey's epistemological and methodological proposal for the study of subjectivity. Section 2 is also represented by two studies. The first one articulates González Rey’s Theory of Subjectivity and Vygotsky’s Cultural-Historical Theory to examine how everyday parent-child interactions create the conditions for children’s emotional development. The second one addresses the development of friendship between young children, as their families transition to a new country. It explores the subjective expressions of both children and adults as children engage in dialogue, actions, and emotions while playing together. We expect this symposium contributes to mobilizing an open discussion about key ideas related to the study of subjectivity within a cultural-historical approach in view of possible future academic pathways.
Activity Based Instructional Design: Using CHAT to design online courses
Workshop (90 minutes)96John Cripps Clark; Deakin University; Michael Hoover; McGill University
12. Blue RoomFri 13:45 - 15:15
The aim of this workshop is to provide participants with hands-on experience in the basics of online course design using a CHAT based framework. Activity Based Instructional Design (ABID) model provides a naturally modular, student centered, and theory informed template which reconceptualises the online course as a series of interconnected and interrelated activities that provides the learner the set of psychological tools needed to achieve the learning objectives of the course. Courses are designed top-down working from course objectives (and associated assessment) to modules to the activities that students undertake. However, courses need also to be analysed from the students’ perspective. The student undertakes a sequence of activities, here operationalised as what the student does in an online session. ABID provides a framework for determining whether the course, modules and activities are well-designed, in that they minimise contradictions.In this Vygotskian framework two crucial ideas emerge: it is the learning activity and not the software that is the unit of analysis; and the learning outcome of each activity provides the psychological tools used by a learner in subsequent activities. We employ Engeström’s cultural-historical activity theory as a framework for the design of the online course. Because ABID is based on a well-developed learning theory it enables us to make clear proscriptions to achieve better student learning.The workshop will illustrate this design process using an online introductory statistics course at the three levels of course, module and activity, and then participants will apply the model to their own courses.
Transformative agency in Change Laboratories across a school (1/2)
Paper presentation (presented in person at the congress) (30 minutes)19Nick Hopwood; University of Technology Sydney
14. Van Walsum RoomFri 13:45 - 15:15
The practical aim of this study was to foster meaningful change across a range of aspects identified by a school. The theoretical aim was to explore how recent CHAT concepts relating to transformative agency by double stimulation (TADS), warping, and ascent from the abstract to the concrete help both to facilitate change, and to understand the dynamics of agency. Five Change Laboratories were conducted, two focusing on Y11 and Y12 pathways (High School Certificate and International Baccalaureate), one on Y9 as a ‘holding’ space in education in need of purposeful reinvigoration, one on co-curricular activities, and one on the relationship between classroom teachers and learning support from prep to Y6. The study found distinctive conflicts of motives in each case, and that these were resolved by participating teachers and school leaders by developing auxiliary motives, and actioning these by searching for and using diverse ‘kedge anchors’ (tools for breaking away). Germ cell models for each Change Lab group will be presented, leading to reflections on how this work has supported change across multiple aspects of the school. The study contributes knowledge on how agency can be pedagogically facilitated.
Developing a team’s collective tactical knowledge and understanding: a cultural historical approach (2/2)
Paper presentation (presented in person at the congress) (30 minutes)324Gethin Thomas; Cardiff Metropolitan University
14. Van Walsum RoomFri 13:45 - 15:15
The purpose of this study was to critically adopt Piotr Galperin’s cultural historical theory (Galperin, 1992) to further develop a football team’s conceptual knowledge and understanding. His pedagogical phases were implemented during video analysis sessions at a semi-professional football club over the course of a season. Using an action research design, data was collected using a combination of videos from analysis sessions and semi-structured group interviews. The findings suggest that the pedagogical phases acted as a meditational tool to transform social activities into internal activities. This created a zone of proximal development (Vygotsky, 1978) for coaches and players to develop an intersubjective tactical understanding of maintaining appropriate balance between in possession and out of possession actions. Although the findings suggest tactical consciousness was enhanced, each pedagogical act also became a test of social competence, as players aligned their solutions with coaches’ expectations to be considered for selection. This highlights that a coach’s choice and use of language, plays a significant role, in ‘framing’ pedagogical interactions and shaping the team’s intersubjective conceptual understanding (Thomas et al., 2021). These findings advance the worth of Galperin’s cultural historical theories as a ‘foundation for action’ (Jones, 2019) to better understand, support and develop both the act and process of sports coaching.
Techno-creative activities in STEM Education
Symposium (90 minutes)435André Machado Rodrigues; University of São Paulo; Cristiano Rodrigues Mattos ; University of São Paulo; Olga Fellus; Brock University; Jacob Lingley; Brilliant Labs; Eleni Kolokouri; University of Ioannina; Maria Topoliati; Univeristy of Ioannina; Athina Christina Kornelaki; Univeristy of Ioannina; Juliano Camillo ; University of Campinas; Viktor Freiman; Université de Moncton
15. Van der Veeken RoomFri 13:45 - 15:15
The symposium integrates insights from four research papers, each shedding light on different facets of STEM education while emphasizing techno-creative approaches. Drawing upon Cultural-Historical Activity Theory (CHAT), these studies collectively address challenges, micro-tensions, and the holistic nature of STEM learning, from early childhood to middle school. The first paper delves into the antinomies inherent in science education, exploring them through the lens of CHAT. It examines the challenges within STEM research, highlighting the need for nuanced perspectives to address complex educational dynamics. Transitioning to the middle school level, the second paper takes a holistic view of STEM learning, particularly focusing on 3D-design activities. It explores the mathematical connections and micro-tensions that emerge among students, emphasizing the importance of considering multiple dimensions within STEM education. In the early years, the third paper explores the development of scientific method skills through engaging mediums like cartoons. It emphasizes the significance of fostering science process skills from a young age, promoting openness to inquiry and exploration. Finally, the fourth paper delves into early childhood science education, leveraging robotics to enhance creativity and sustainability. It integrates STEAM principles, emphasizing hands-on learning experiences that encourage openness to innovation and environmental stewardship. Collectively, these studies underscore the multifaceted nature of STEM education and the importance of techno-creative approaches in fostering holistic learning experiences. They advocate for the integration of diverse perspectives, from theoretical frameworks like CHAT to practical applications like robotics, to cultivate a new generation of innovative thinkers and problem solvers.
Building a socio-educational ecosystem from the community funds of knowledge and identity approach (1/3)
Poster presentation (presented in person at the congress)259Paula Boned; University of Girona
Poster AreaFri 13:45 - 15:15
The purpose of this qualitative study is to document and illustrate the design, implementation and impact of a socio-educational ecosystem from the community funds of knowledge and identity approach (CFoKI). An archaeological site is the specific CFoKI and basis to engage the socio-educational agents to structure a pedagogical project. Action research purposes are followed, implying active collaboration between this community agents and researchers. Six students (10 and 11-year-olds), family members of the students, teachers, school headmistress, archaeologists, a technician from the City Council, an educator from the Educational Resource Centre of the region and an educational technician from a museum participated in observations, interviews and focus groups carried out. In particular, governance (how this socio-educational ecosystem is structured), impact (what changes and effects are produced in terms of learning and community belonging) and sustainability (factors that enable it to be maintained over time) were considered as analytical categories. Findings show that governance requires leadership with a communal vision, fostering trust, reciprocity, autonomy, and agency. Impact is manifested in social cohesion and common identification through the archaeological site. This serves as both a material and symbolic medium, connecting participants and social, educational, and community spaces, facilitating the learning of Sustainable Development Goals and interpersonal skills. Regarding sustainability, it is necessary to clear roles, expertise, and interests among participants, with schools playing a key role in energizing the socio-educational network. Collaborative organization and development are essential, supported by a shared framework like the community funds of knowledge and identity approach for coherence.
