Using preservice teachers’ reflections about a project-based statistics course to investigate knowledge creation in collaborative settings
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10 juillet 2023
- handle: 10670/1.z270c3
- isbn: 978-963-7031-04-5
- hal: hal-04416708
info:eu-repo/semantics/OpenAccess
Mots-clés
Collaborative learning preservice teachers project-based learning societal role of mathematics statistics educationSujets proches
Statistical data Cases, clinical reports, statistics Statistical data Statistical analysis Statistical methods Statistical science Learning process Scholarship LearningCiter ce document
Pauline Vos et al., « Using preservice teachers’ reflections about a project-based statistics course to investigate knowledge creation in collaborative settings », HAL-SHS : sciences de l'éducation, ID : 10670/1.z270c3
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Résumé
In project-based courses, students learn new knowledge through ‘knowledge creation in collaborative settings’. We studied how personal, social and cultural aspects interact in such learning situations. Our empirical basis was a project-based course in statistics in primary teacher education. Participants (n=21) wrote reflective, post-course reports, in which we identified five ‘drivers’ of their learning. These were: (1) awareness of adaptable teaching conventions; (2) discussing with and explicating to others; (3) competencies relevant later, (4) knowledge of how statistics is used in society; (5) knowledge about oneself. The drivers connected the personal, social and cultural aspects in different ways. For instance, personal learning connected to the social through the group work, and to the cultural, such as teaching conventions and the societal role of statistics. These cross-connections were powerful drivers of learning and can be used for designing other courses.