Difference between revisions of "Kaanta-Piirainen-Marsh2013"
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|Author(s)=Leila Kääntä; Arja Piirainen-Marsh | |Author(s)=Leila Kääntä; Arja Piirainen-Marsh | ||
|Title=Manual guiding in peer group interaction: a resource for organizing a practical classroom task | |Title=Manual guiding in peer group interaction: a resource for organizing a practical classroom task | ||
| − | |Tag(s)=EMCA; Classroom; | + | |Tag(s)=EMCA; Classroom; |
|Key=Kaanta-Piirainen-Marsh2013 | |Key=Kaanta-Piirainen-Marsh2013 | ||
|Year=2013 | |Year=2013 | ||
| Line 9: | Line 9: | ||
|Volume=46 | |Volume=46 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=322–343 |
| + | |URL=http://www.tandfonline.com/doi/abs/10.1080/08351813.2013.839094 | ||
| + | |DOI=10.1080/08351813.2013.839094 | ||
| + | |Abstract=How might someone carry out an educational task by moving an object or by guiding another person in doing so? This article describes the practical work of a group of school students as they work through an object-based physics task. It analyzes a recurrent practice whereby one student influences another's embodied conduct, either by manually guiding an object (a weight, a moveable plank, and so on) or by guiding the hand of another student as they manipulate an object. We show how the practices of manual guiding involve a range of embodied and contextual resources. They serve to maintain and restore the progressivity of the task in two environments: corrective sequences and local projects involving interactional teams. | ||
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Latest revision as of 13:26, 2 March 2016
| Kaanta-Piirainen-Marsh2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Kaanta-Piirainen-Marsh2013 |
| Author(s) | Leila Kääntä, Arja Piirainen-Marsh |
| Title | Manual guiding in peer group interaction: a resource for organizing a practical classroom task |
| Editor(s) | |
| Tag(s) | EMCA, Classroom |
| Publisher | |
| Year | 2013 |
| Language | |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 46 |
| Number | 4 |
| Pages | 322–343 |
| URL | Link |
| DOI | 10.1080/08351813.2013.839094 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
How might someone carry out an educational task by moving an object or by guiding another person in doing so? This article describes the practical work of a group of school students as they work through an object-based physics task. It analyzes a recurrent practice whereby one student influences another's embodied conduct, either by manually guiding an object (a weight, a moveable plank, and so on) or by guiding the hand of another student as they manipulate an object. We show how the practices of manual guiding involve a range of embodied and contextual resources. They serve to maintain and restore the progressivity of the task in two environments: corrective sequences and local projects involving interactional teams.
Notes
