Supporting data for "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 & Michael, 2004; Bybee, 2013; Fan & 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.

在科学、技术、工程与数学（STEM）教育领域，一种旨在通过帮助学生理解不同STEM学科之间的联系，并促进他们形成更高效解决方案的设计理念（Burghardt & Michael，2004；Bybee，2013；Fan & Yu，2017），在STEM项目实践中往往被忽视（English et al.，2020）。此外，现有的设计历程文档往往集中于最终成果，而非迭代性的特征化制作活动（Tseng，2016）。为解决这一问题，本论文引入了知识构建方法，以促进学生在STEM学习中的可视文档记录与协作设计。在中国大陆的一所大学中，通过实施三轮研究来支持学生的STEM学习。所设计的知识构建环境，依托知识论坛（Knowledge Forum）的支撑，促进了学生的可视文档记录与协作学习（研究一）。在知识构建环境中引入元话语，培育了学生逐步的语篇探究。在第三轮研究中，结合基于设计支架的策略，帮助学生界定核心问题、进行可视文档记录以及协作设计成果。在支架的辅助下，学生有机会对可视文档进行反思，以发现问题和不足，从而支持他们迭代优化设计方案，并促进协作知识构建实践。