基于视频的高等教育思维导图——基于设计的职前教师共享知识共建研究

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Charlotte Beal, Magnus Hontvedt
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引用次数: 0

摘要

在这项基于设计的研究中,一年级职前教师共同构建了基于视频的思维导图,作为教育学课程的一部分。学生们制作了自制的小组视频,并将其上传到一个联合平台,然后以思维导图结构与同龄人的小组视频合作。课程主题是学习科学研究,目的是在即将到来的考试前对课程内容达成共识。这项研究以人类活动和学习的社会文化视角为基础,采用互动分析法,研究数字工具如何支持学生合作阅读和理解学术文献中的关键概念。通过仔细查看室内和屏幕上活动的视频记录,我们分析了五组职前教师在视频的共建过程中是如何合作的,以及他们如何与同学的集体视频互动。研究结果表明,学生们与彼此的作品进行了密切的互动,并构成了思维导图,作为学生课堂社区内意义形成和合作的汇聚点和资源。研究表明,基于视频的思维导图可以为合作提供物质和社会结构,同学们的小组视频形成了知识对象,在同龄人之间产生了关于主题的深入对话。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge

In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter.

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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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