Making sense of conceptual tools in student-generated cases: Student teachers' problem-solving processes

Jahreie, Cecilie Flo

doi:10.1016/j.tate.2009.12.002

Cited by 13 publications

(9 citation statements)

References 21 publications

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“…Given the complexity and length of the projects, organizing and attending to a sequential structure in which knowledge is not only generated and discussed but also taken and followed up, elaborated upon, and refined is of essential importance. The current findings suggest that materializing knowledge, whether in a preliminary or advanced form of elaboration, into situational objects (Jahreie 2010) serves to preserve the continuity of the process. It also aids the progressive accumulation of conceptualizations and elaborations (Muukkonen and Lakkala, 2009) and contributes to the co-construction process by freezing the generated knowledge at particular moments during the process.…”

Section: Multi-layeredness and Temporalitymentioning

confidence: 68%

“…The objects embody knowledge that is not in the mind but rather is externalized in something (such as ideas or actions) that is accessible to the whole group and can be used to produce new knowledge. As an analytic stance, this study adopts the distinction between generalized objects of activity, which are historically developed, and situational objects (Jahreie 2010), which are discursively constructed in the interaction of the learners. This position situates the shared knowledge objects at the center of the interaction process, either as instruments or as objects of inquiry, not only as end outcomes.…”

Section: An Integrative Analytic Frameworkmentioning

confidence: 99%

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The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

112

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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Section: Multi-layeredness and Temporalitymentioning

confidence: 68%

Section: An Integrative Analytic Frameworkmentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

112

100

View full text Add to dashboard Cite

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“…I det følgende presenteres studier gjort ved Universitetet i Oslo (Fosse, 2011;Jahreie 2010;Ottesen, 2006;Ottesen & Jahreie, 2010a, 2010b som kan belyse dette. Disse studiene tar utgangspunkt i sosiokulturelle forskningsmetoder.…”

Section: Laering I Og Mellom Kontekster I Laererutdanningen Studier unclassified

Transformering av kunnskap mellom campus og skole i lærerutdanningen

Fosse

2016

ADNO

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“…Context can be understood as activity, and a local situation is always embedded in a larger activity. This means that the scrutinised situation in this simulation was part of an activity, which shaped the possibilities and limits for actions (Engeström 1987;Jahreie 2010).The activity was police education, with the object of preparing students for their future work by learning how to manage a critical incident. The simulation could therefore be seen as a tool for learning (Linell 2009;Säljö 2000;Säljö 2005;Wertsch 1998) for participating students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Why don’t they catch the baby? A study of a simulation of a critical incident in police education

Sjöberg

2014

Journal of Vocational Education & Training

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Vocational education should prepare students for the professional demands of the work. In police education, one way to accomplish this is to simulate specific situations so that students may develop professional knowledge. This article aims to increase the understanding of how simulations support learning of knowledge and skills by investigating how participants make sense of the critical incident they are involved in. To accomplish this, in this study, we have focused on the actions and utterances of the participants. We also used video analysis to analyse the actions of a student police patrol in a simulated critical incident. The participants' passive actions did not fully mimic a critical incident suggesting that they defined the situation as a passive educational situation. The results demonstrated that simulation-based exercises' possibilities for supporting vocational learning depend on such factors as authenticity, role-playing and 'simulation competency'.

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Making sense of conceptual tools in student-generated cases: Student teachers' problem-solving processes

Cited by 13 publications

References 21 publications

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Transformering av kunnskap mellom campus og skole i lærerutdanningen

Why don’t they catch the baby? A study of a simulation of a critical incident in police education

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