{"title":"向学生明确小组过程:一个公正的案例","authors":"Ville Isomöttönen","doi":"10.1145/2591708.2591717","DOIUrl":null,"url":null,"abstract":"This article considers student learning about group work in the context of project courses where student groups work under realistic expectations. Based on the literature, justice is explicated as a group work concept and regarded as a professional skill that can be practiced. Preliminary student feedback on teaching through continuous discussions on justice are presented together with teacher experiences.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"11","resultStr":"{\"title\":\"Making group processes explicit to student: a case of justice\",\"authors\":\"Ville Isomöttönen\",\"doi\":\"10.1145/2591708.2591717\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article considers student learning about group work in the context of project courses where student groups work under realistic expectations. Based on the literature, justice is explicated as a group work concept and regarded as a professional skill that can be practiced. Preliminary student feedback on teaching through continuous discussions on justice are presented together with teacher experiences.\",\"PeriodicalId\":334476,\"journal\":{\"name\":\"Annual Conference on Innovation and Technology in Computer Science Education\",\"volume\":\"73 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-06-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Annual Conference on Innovation and Technology in Computer Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2591708.2591717\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annual Conference on Innovation and Technology in Computer Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2591708.2591717","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Making group processes explicit to student: a case of justice
This article considers student learning about group work in the context of project courses where student groups work under realistic expectations. Based on the literature, justice is explicated as a group work concept and regarded as a professional skill that can be practiced. Preliminary student feedback on teaching through continuous discussions on justice are presented together with teacher experiences.
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