<i>Supporting data for</i> "Visualizing Documentation for Collaborative Design in Knowledge Building Environment"

In STEM education, the design that promotes STEM integration by helping students understand the connections between various STEM disciplines and enables them to develop more efficient solutions (Burghardt &amp; Michael, 2004; Bybee, 2013; Fan &amp; Yu, 2017), is often neglected in STEM projects (English et al., 2020). In addition, the existing documentation of the design journey often concentrate on final artifacts, rather than iterative characterized making activities (Tseng, 2016). To solve this problem, this dissertation introduced knowledge building approach to facilitate students’ visible documentation and collaborative design in STEM learning. Three round studies were implemented to support students’ STEM learning at a university in Mainland China. The designed knowledge building environment supported by Knowledge Forum facilitated students’ visible documentation and collaborative learning (Study one). The introduction of meta-discourse in knowledge building environment fostered students’ progressive discourse inquiry. Study three incorporated with design-based scaffold to help students scope the core problems, visible documentation, and collaboratively design the artifacts. With the facilitation of the scaffold, students had opportunities to reflect on visible documentation for problem and deficiencies detecting, which supported students iteratively refine their design and collaborative knowledge building practice.在STEM教育领域，通过帮助学生理解各STEM学科间的关联、并使其开发更高效的解决方案以推动STEM整合的设计（Burghardt & Michael, 2004；Bybee, 2013；Fan & Yu, 2017），在STEM项目中却常遭忽视（English et al., 2020）。此外，现有对设计历程的记录往往聚焦于最终产出成果，而非以迭代为特征的制作实践活动（Tseng, 2016）。为解决这一问题，本研究引入知识建构（knowledge building）方法，以促进学生在STEM学习中的可显性记录与协作设计。本研究在中国内地某高校开展了三轮研究以支持学生的STEM学习。研究一：依托知识论坛（Knowledge Forum）搭建的知识建构环境，助力学生实现可显性记录与协作学习。研究二：在知识建构环境中引入元话语（meta-discourse），可引导学生开展递进式的话语探究。研究三：融入基于设计的支架（design-based scaffold），帮助学生界定核心问题、完成可显性记录并协作设计产出物。借助该支架的支持，学生得以通过反思可显性记录来排查问题与不足，进而支持他们迭代优化设计方案并开展协作式知识建构实践。