Facilitating Problem Framing in Project-Based Learning
Facilitating Problem Framing in Project-Based Learning
复制标题
促进基于项目的学习中的问题框架
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Richard Reeve
中科院分区：
文献类型：
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作者：
Vanessa Svihla;Richard Reeve
虽然解决问题是一个相对容易理解的过程，但问题框架却不太容易理解，特别是在支持学生在构建问题时学习方面。基于项目的学习课堂是研究教师如何促进这一过程的理想场所。采用参与式观察，本研究调查了在一所特许学校中，教师如何支持学生掌握问题的框架，该特许学校为传统学校服务不足的学生提供服务。数据包括音频/视频记录，现场笔记，访谈和学生工作从一个为期九周的项目。相互作用分析用于检查所有权和学习随着时间的推移。分析表明，提供相关但可修改的设计问题，指导设计过程是迭代的，并提出设计过程模型的问题，有助于学生掌握问题的框架；学生们被激励着提出问题，有目的地收集信息，从而在这个过程中学习。
While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated how teachers supported students in taking ownership over the framing of problems in a charter school that serves students who have been underserved by traditional schooling. Data include audio/video records, field notes, interviews, and student work from a nineweek project. Interaction analysis was used to examine ownership and learning over time. Analysis suggests that providing a relevant yet revisable design problem, giving instruction about design process as iterative, and problematizing a model of design process supported students in taking ownership over the framing of the problem; students were motivated to pose questions and gathered information purposefully, thereby learning in the process.