Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

IF 4.2 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sini Davies, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen
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Abstract

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

Abstract Image

通过创客实践创造知识,以及教师和同伴支持在合作发明项目中的作用
本研究分析了芬兰初中(13-14 岁)学生团队的合作发明项目。在发明项目中,学生团队利用传统和数字制造技术设计和制作物质化的合作发明。这项调查通过研究学生团队在共同发明项目中如何应用创客实践(即设计过程、计算机工程、产品设计和科学实践)以及教师和同伴支持的效果,重点关注学生团队的知识创造过程。在调查中,我们依靠视频数据和现场观察,利用并进一步发展了可视化数据分析方法。我们的研究结果有助于将计算机支持的协作学习(CSCL)研究范围扩展到以社会为媒介的知识创造,揭示了围绕数字设备开展的共同发明项目的开放性、非线性和自组织流程。我们的研究结果表明,这些过程是以实践为基础的知识创造过程,其中计算机工程、产品设计和科学与设计实践紧密相连。此外,我们还发现,绘制草图、实际实验和使用具体材料等体现性设计实践对于启发和深化知识创造以及促进认识对象的发展至关重要。我们的研究结果还揭示了教师和朋辈辅导学生如何通过共同发明来支持知识创造。
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
CiteScore
8.00
自引率
18.60%
发文量
20
期刊介绍: An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.
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