Co-designing teacher support technology for problem-based learning in middle school science

Article Status
Published
Authors/contributors
Title
Co-designing teacher support technology for problem-based learning in middle school science
Abstract
This paper provides an experience report on a co‐design approach with teachers to co‐create learning analytics‐based technology to support problem‐based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co‐designing with experienced and novice teachers and co‐constructing actionable insight that can help teachers engage more effectively with their students' learning and problem‐solving processes during classroom PBL implementations.
Publication
British Journal of Educational Technology
Volume
55
Issue
3
Pages
802-822
Date
2023-7-25
Journal Abbr
Brit. J. Educ. Technol.
Language
en
ISSN
0007-1013
Accessed
26/06/2024, 09:52
Library Catalogue
Wiley Online Library
Rights
© 2023 British Educational Research Association.
Citation
Hutchins, N. M., & Biswas, G. (2023). Co-designing teacher support technology for problem-based learning in middle school science. British Journal of Educational Technology, 55(3), 802–822. https://doi.org/10.1111/bjet.13363
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