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Mapping Digital Competence: Students' Maker Literacies in a School's Makerspace (Kumpulainen et al, 2020)

The purposes of this study are to investigate and map students’ maker literacies as they relate to digital competence. The authors indecated "students’ digital competence" across operational, cultural, and critical dimensions.

The data were collected through videoing the students’ activities in the FUSE Studio from August 2016 to May 2017. Their analysis proceeded by analyzing the video data through three sequential phases.

Results

The makerspace context afforded the students ample opportunities to engage in the operational dimension of maker literacies. However, there was less engagement in cultural and critical literacies.

I think this study is an example of interpretivism as the researchers observed, analyzed, and did the conclusions based on their interpretation from behaviors and doing of students via the videoes.

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Excerpts from Thick Description: Toward an Interpretive Theory of Culture (Geertz, 1973)

The author espouse that concept of culture is essentially a semiotic one. Moreover, the author believed Max Weber's notion that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning.

The author referred to ethnography that is thick description. Doing ethnography is like trying to read a manuscript-foreign, faded, full of ellipses, incoherencies, suspicious emendations, and tendentious commentaries, but written not in conventionalized graphs of sound but in transient examples of shaped behavior.

Finally, interesting information that I would like to share with you is "culture" and "society's culture". culture is composed of psychological structures by means of which individuals or groups of individuals guide their behavior. A society's culture to consists of whatever it is one has to know or believe in order to operate in a manner acceptable to its members.

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Interpreting the relationship between emotions and understanding in mathematics: An operational approach applied to measurement with preservice elementary teachers.

Ver´ onica A. Quintanilla, Jesús Gallardo (2022)

Research Questions:

How can we characterise and clarify in practice the close links between emotions and understanding in mathematics? There is a positive results on the influence of students’ understanding on the generation of their different emotions during the mathematical activity performed. The emotions provide plausible reasons that help to explain the students’ mathematical understanding.

How can we incorporate assessment methods in classroom mathematical activities that take into account the emotional aspects of students’ understanding?

Emotions form during discursive practices, through interactions with others and via the self-positioning adopted in the relationships and that contribute to social identity construction in the classroom. Emotions are functional and responsible for activating the tendency towards action, and they thus have a key role in human adaptation

Methodology:

Hermeneutic circle approach to phenomenon-epistemological analysis of the tasks.

A developing model (An Operative Model for Interpreting Understanding in Mathematics [OMIUM]) that is based on the interpretation of students’ mathematical experience

Theoretical framework:

Dialectical approach

Context of the study:

Participants and classroom context,

Participants included 20 volunteer preservice elementary teachers

Unit of Analysis:

Teacher of the subject herself

Data collection procedure:

Phase I. Solving mathematical tasks together. Observations (nine weeks audio-video recordings)

Phase II. Reaching consent with the other.

A semi-structured conversational interview was conducted individually

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Kim & Bloome (2021): When Thinking Becomes a Topic of Classroom Conversations: Languaging Thinking Practices in a High School English Classroom - SUMMARY

Research Questions: How do people (teachers and students) language classroom events when they discuss thinking practices? Language is as a verb, meaning to use verbal cohesive ties, deictic references, conjunctions, pronominalizations, verb aspect and tense, and nonverbal gestures, along with other semiotic systems—such as the list constructed on the whiteboard, etc.

Methodology:

Microethnographic approach to discourse analysis

Context of the study:

in a large suburban school district in the States

one teacher (who has previously built professional relationship and rapport with the 2nd author), and 25 students (2 Asians, 23 white)

data collection: observations (17 times, audio-video recorded), semistructured interviews with teacher and some students (not mentioned how many), and artifacts.

procedure:

collect data

in-depth discourse analysis (transcribing > describing > analytical map)

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Martin Heidegger (1938) The Age of World Picture - QUESTIONS

In Heidegger's view, we may attempt to present truth or represent an object by experiencing it, but he also mentions that man will remain a stranger? In my understanding, he is presenting the epistemology of phenomenology where one explains a phenomenon through experiences but remains in abeyance what he already knows, but it is hard to understand how from his diction 'remain a stranger' helps explain this.

Further, I would like to hear more why Heidegger uses the word modern world picture, is he emphasizing that truth or the representation of an object is actually bound by time?

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Martin Heidegger (1938) The Age of World Picture - SUMMARY

Definition:

The modern world picture.

World? In its entirety. Everything

Picture? What is as a whole

World picture? The world as such, in its entirety, just as it is normative and binding for us. The being of whatever is, is sought and found in the representedness of the entirety.

The world picture is bound by time? That being (human/us) represents the world as a whole as an object, where we as human is in the middle of it (experiencing it?) therefore, with the ‘modern world picture’ means that the earlier human is now positioning himself in a new context, in the middle of a new object that has never been known or experienced before

So, the first idea is the representedness of the object presented by the man as the subject. But, another problem is because the man has become the subject, it is necessary to state positionality/stance of his voice/reprsentedness.

o   Is he speaking as an I to his own preferences and freed into his arbitrary choosing,

o   Or as a we, a member of society

o   An individual,

o   Or as a community

o   A personality WITHIN the community

o   Or as a mere group member in the corporate body (representing the group?)

o   As a state, nation, people,

o   Or the common humanity of modern man

The essay further describes that the object would no longer be calculable, measurable, because the world is too gigantic to be fragmented into parts, into atomic physics. Heidegger further leads us to understand that our position of understanding an object is actually to do reflection, in which we may try our best to reveal the object from an experiencer view but also as a stranger at the same time because he may not know everything of the gigantic world picture.

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Jurgen Habermas The hermeneutic claim to universality (excerpts)

'A depth-hermeneutical insight posits that a consensus achieved by seemingly 'reasonable' means may well be the result of pseudo-communication'. Page 7

I agree with this position because sometimes people tend to agree with a particular belief but in actual sense their reasons are undermined by hidden pressures or unspoken concerns.

Sometimes students are encouraged to share their opinions on a topic. Ideally, everyone should be able to speak their mind freely, using logic and reasoning. However, if the teacher pressures students to agree with a particular viewpoint or dismisses other perspectives, the communication is distorted by force. Even though reason should be the guiding principle, the unequal power dynamics (teacher vs. student) disrupt the fairness of the discussion.

So, the idea that Reason should allow for free and open communication. But in reality, various forms of power (force) often interfere, distorting the process.

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Jurgen Habermas The hermeneutic claim to universality (excerpts)

"Hermeneutic experience is circumscribed by the conjunction of these two moments: the intersubjectivity of everyday communication is principally as unlimited as it is restricted; it is unlimited because it can be extended ad libitum; it is restricted because it can never be completely achieved.'

My understanding of this is that we view things differently and so communication can be unlimited if everyone is allowed to speak their mind.

On the other hand, no matter how hard you explain or communicate a phenomenon there will always be something left that isn't fully understood, as no one can completely capture every meaning.

such as theory of evolution, are there other examples we can relate with?

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'People who tell stories are narrators; therefore, the examiners in this study are narrators who share their viva experiences. The narrative approach was chosen in order to provide insight into events that are otherwise inaccessible, such as the closed-door PhD viva'

The author use qualitative data of the narrative approach to present the study. We can link this to constructionism and interpretivism paradigm. The context in which the examiners gain their external experience such as school/institution, their interactions with other examiners and the examinee has influence on their understanding on what it means to be an examiner since according to the study, there seems to be no formal training for such role.

Also, considering the subjectivity of the examiners such as how they perceive or interprete their roles in terms of their experience over the years and how they adapt to different examination context.

what are your views about this postion?

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Wee Chun Tan 2023 Doctoral examiners’ narratives of learning to examine in the PhD viva: a call for support.

The author reviewed three terms used to describe PhD final exam. Doctoral Oral examination-Oral, PhD viva and a dissertation defence. What is the term used in your country?

In Nigeria, we call it Oral and Viva.