상세정보
Export to Refworks부가기능
Co-designing Problem-based Learning Experiences That Empower Students to Create Change: Professional Vision in the Work of Co-design
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Co-designing Problem-based Learning Experiences That Empower Students to Create Change: Professional Vision in the Work of Co-design. |
| 개인저자 | Gomoll, Andrea. |
| 단체저자명 | Indiana University. School of Education. |
| 발행사항 | [S.l.]: Indiana University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 255 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-06A. Dissertation Abstract International |
| ISBN | 9781687980953 |
| 학위논문주기 | Thesis (Ph.D.)--Indiana University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Advisor: Hmelo-Silver, Cindy E. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | This study explores how one instructor (pseudonym Brenda) constructed and refined her professional vision (i.e., noticing, interpreting, and responding to classroom interactions) as she worked alongside a researcher (myself) to create and facilitate a human-centered robotics curriculum that asked students to design and build robots that could address social and emotional needs in their school community. This dissertation captures a rich example of curriculum codesign and extends current research centered on teacher professional vision (PV)-considering how PV is dynamically constructed in co-design that occurs before and throughout curriculum implementation. Within the research-practice partnership described here, collaborative video analysis of past and current implementations of our robotics curriculum served as a boundary object, or shared space for meaning making, for design partners. Co-design cycles are identified and traced throughout the analysis-highlighting how PV was constructed and refined throughout the work of co-design. Using a PV framework and drawing upon discourse analysis and interactional ethnography methodologies, I examine how video viewing and analysis collaboratively done by design partners allowed us to communicate about and iteratively adapt how this curriculum was enacted. This design-based research study informs how we might better support teachers in the important work of cultivating experiences for students that extend beyond the classroom-impacting communities and student perspectives over time. |
| 일반주제명 | Education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
