Difference between revisions of "MelanderBowden2019"
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|Author(s)=Helen Melander Bowden | |Author(s)=Helen Melander Bowden | ||
|Title=Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement | |Title=Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement | ||
| − | |Tag(s)=EMCA; Creative media production; Children's interactions; Problem-solving; Programming | + | |Tag(s)=EMCA; Creative media production; Children's interactions; Problem-solving; Programming; Epistemics; Affect |
|Key=MelanderBowden2019 | |Key=MelanderBowden2019 | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
|Journal=Learning, Media and Technology | |Journal=Learning, Media and Technology | ||
| + | |Volume=44 | ||
| + | |Number=2 | ||
| + | |Pages=124–143 | ||
|URL=https://www.tandfonline.com/doi/full/10.1080/17439884.2018.1563106 | |URL=https://www.tandfonline.com/doi/full/10.1080/17439884.2018.1563106 | ||
| − | |DOI= | + | |DOI=10.1080/17439884.2018.1563106 |
|Abstract=This article explores children’s development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children’s interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media. | |Abstract=This article explores children’s development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children’s interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media. | ||
}} | }} | ||
Latest revision as of 02:54, 17 October 2019
| MelanderBowden2019 | |
|---|---|
| BibType | ARTICLE |
| Key | MelanderBowden2019 |
| Author(s) | Helen Melander Bowden |
| Title | Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement |
| Editor(s) | |
| Tag(s) | EMCA, Creative media production, Children's interactions, Problem-solving, Programming, Epistemics, Affect |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | Learning, Media and Technology |
| Volume | 44 |
| Number | 2 |
| Pages | 124–143 |
| URL | Link |
| DOI | 10.1080/17439884.2018.1563106 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article explores children’s development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children’s interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.
Notes
