Networks Supporting Problem-Based Invention Education

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI:10.14434/ijpbl.v17i1.32560

Audra Skukauskaitė, Cristina Saenz, Michelle Sullivan, Katrina Hull, Jazmin Morales Rodriguez

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引用次数: 0

Abstract

Problem-based invention education engages students in complex processes of solving ill-defined problems with the support of teachers who act as facilitators of the learning process. Guided by interactional ethnographic epistemology (Green et al., 2012), we examine who and in what ways supported a high school team and their teacher working to invent a solution to a real-world problem students identified in their community. Our primary dataset included video recordings and a historian’s notebook collected by the InvenTeam historian during their invention project. Additional data included recordings of conversations with the teacher and the student historian who collaborated with university researchers in analyzing the InvenTeam year data. Through ethnographically informed domain and discourse analysis we identified three levels of the ecosystem that supported the team: local, national, and both. Analyses highlighted the role of technical mentors as a local support and the Lemelson-MIT program as a national support. Our study demonstrates the importance of the drawing on supports beyond the school to enable students and teachers to engage in problem-based invention education.

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支持基于问题的发明教育网络

基于问题的发明教育让学生在作为学习过程促进者的教师的支持下，参与解决不明确问题的复杂过程。在互动人种学认识论（Green 等人，2012 年）的指导下，我们研究了谁以及以何种方式支持一个高中团队和他们的老师为解决学生在社区中发现的实际问题而进行发明创造。我们的主要数据集包括 InvenTeam 历史学家在发明项目期间收集的视频录像和历史学家笔记本。其他数据包括与教师和学生历史学家的对话录音，他们与大学研究人员合作分析了 InvenTeam 年度数据。通过人种学领域和话语分析，我们确定了支持团队的生态系统的三个层次：地方、国家和两者。分析强调了技术导师作为本地支持和莱梅尔森-麻省理工学院项目作为全国支持的作用。我们的研究表明，利用学校以外的支持对学生和教师开展基于问题的发明教育非常重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.