Bringing Maker Practices to School: Tracing Discursive and Materially Mediated Aspects of Student Teams' Collaborative Making Processes

Autor/inn/en	Riikonen, Sini; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai
Titel	Bringing Maker Practices to School: Tracing Discursive and Materially Mediated Aspects of Student Teams' Collaborative Making Processes
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 15 (2020) 3, S.319-349 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riikonen, Sini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-020-09330-6
Schlagwörter	Middle School Students; Grade 7; Teamwork; Cooperative Learning; Manufacturing; Shared Resources and Services + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Kooperatives Lernen; Herstellung; Gemeinwirtschaft
Abstract	The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze complex, longitudinal collaborative making processes, we developed the visual Making-Process-Rug video analysis method, which enabled tracing intertwined with social-discursive and materially mediated making processes and zoomed in on the teams' efforts to organize their collaborative processes. The results indicated that four of the five teams were able to take on multifaceted epistemic and fabrication-related challenges and come up with novel co-inventions. The successful teams' social-discursive and embodied making actions supported each another. These teams dealt with the complexity of invention challenges by spending a great deal of their time in model making and digital experimentation, and their making process progressed iteratively. The development of adequate co-invention and well-organized collaboration processes appeared to be anchored in the team's shared epistemic object. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01