Scott Thorne, Nathan Mentzer, Scott Bartholomew, Greg J. Strimel
{"title":"关于学生评价同行范例的系统文献综述及其对设计、技术和工程学习的影响","authors":"Scott Thorne, Nathan Mentzer, Scott Bartholomew, Greg J. Strimel","doi":"10.1007/s10798-023-09874-2","DOIUrl":null,"url":null,"abstract":"<p>In design courses, reviewing how others have solved design problems or completed projects is common practice and often encouraged by educators. Using student work as examples can provide context for assessment criteria and help students approach new design problems. While studies have explored the use of exemplars in various disciplines, little research has focused on which exemplars to use (e.g., high-quality, low-quality) in design, technology, and engineering fields. To address this gap, researchers conducted a literature review of 33 articles on exemplar use in secondary and post-secondary education. The analysis revealed nine themes related to exemplar use and their impact on student learning, including (1) Clarity of instruction, (2) Learner focus, (3) Motivation for learning, (4) Student reflection on learning, (5) Building student self-efficacy, (6) Identifying instructional challenges, (7) Providing contrasting cases, (8) The relationship between exemplar quality and student work quality, and (9) Raising the bar for learning outcomes. Findings suggest that simply providing an exemplar is not enough and that the selection of an exemplar can have positive or negative impacts on student motivation, understanding, and application. Carefully selecting exemplars and engaging in dialogue with students can help them identify expectations, recognize quality work, and identify potential misconceptions. These findings have implications for those involved in design, technology, and engineering education. Educators can use these findings to guide their selection of exemplars and engage students in meaningful dialogue to aid their learning. Researchers can also use these findings to further investigate the use of exemplars in these fields.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"46 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A systematic literature review of student evaluation of peer exemplars and implications for design, Technology, and Engineering Learning\",\"authors\":\"Scott Thorne, Nathan Mentzer, Scott Bartholomew, Greg J. Strimel\",\"doi\":\"10.1007/s10798-023-09874-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In design courses, reviewing how others have solved design problems or completed projects is common practice and often encouraged by educators. Using student work as examples can provide context for assessment criteria and help students approach new design problems. While studies have explored the use of exemplars in various disciplines, little research has focused on which exemplars to use (e.g., high-quality, low-quality) in design, technology, and engineering fields. To address this gap, researchers conducted a literature review of 33 articles on exemplar use in secondary and post-secondary education. The analysis revealed nine themes related to exemplar use and their impact on student learning, including (1) Clarity of instruction, (2) Learner focus, (3) Motivation for learning, (4) Student reflection on learning, (5) Building student self-efficacy, (6) Identifying instructional challenges, (7) Providing contrasting cases, (8) The relationship between exemplar quality and student work quality, and (9) Raising the bar for learning outcomes. Findings suggest that simply providing an exemplar is not enough and that the selection of an exemplar can have positive or negative impacts on student motivation, understanding, and application. Carefully selecting exemplars and engaging in dialogue with students can help them identify expectations, recognize quality work, and identify potential misconceptions. These findings have implications for those involved in design, technology, and engineering education. Educators can use these findings to guide their selection of exemplars and engage students in meaningful dialogue to aid their learning. Researchers can also use these findings to further investigate the use of exemplars in these fields.</p>\",\"PeriodicalId\":50286,\"journal\":{\"name\":\"International Journal of Technology and Design Education\",\"volume\":\"46 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-01-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Technology and Design Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://doi.org/10.1007/s10798-023-09874-2\",\"RegionNum\":3,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Technology and Design Education","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1007/s10798-023-09874-2","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A systematic literature review of student evaluation of peer exemplars and implications for design, Technology, and Engineering Learning
In design courses, reviewing how others have solved design problems or completed projects is common practice and often encouraged by educators. Using student work as examples can provide context for assessment criteria and help students approach new design problems. While studies have explored the use of exemplars in various disciplines, little research has focused on which exemplars to use (e.g., high-quality, low-quality) in design, technology, and engineering fields. To address this gap, researchers conducted a literature review of 33 articles on exemplar use in secondary and post-secondary education. The analysis revealed nine themes related to exemplar use and their impact on student learning, including (1) Clarity of instruction, (2) Learner focus, (3) Motivation for learning, (4) Student reflection on learning, (5) Building student self-efficacy, (6) Identifying instructional challenges, (7) Providing contrasting cases, (8) The relationship between exemplar quality and student work quality, and (9) Raising the bar for learning outcomes. Findings suggest that simply providing an exemplar is not enough and that the selection of an exemplar can have positive or negative impacts on student motivation, understanding, and application. Carefully selecting exemplars and engaging in dialogue with students can help them identify expectations, recognize quality work, and identify potential misconceptions. These findings have implications for those involved in design, technology, and engineering education. Educators can use these findings to guide their selection of exemplars and engage students in meaningful dialogue to aid their learning. Researchers can also use these findings to further investigate the use of exemplars in these fields.
期刊介绍:
The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education.
One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action'', of `doing'' as well as `understanding''.