Knowledge forms in students' collaborative work: PBL as a design for transfer

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Abstract

In this chapter, we analyse selected video data from a long-term, collaborative problem-based project work conducted by a group of Architecture and Design (A&D) students within the frame of the Aalborg PBL model. We initially discuss this pedagogical model in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, we zoom in on selected extracts of video data of students’ actual group work. From the perspective of embodied interaction analysis, we analyse the various knowledge forms that are in play in the interaction. We focus on activities occurring during the students’ preparation for a formal review session and, more specifically, we focus on a group of six students.
OriginalsprogEngelsk
TitelDesigning for Situated Knowledge Transformation
RedaktørerNina Bonderup Dohn, Stig Børsen Hansen, Jens Jørgen Hansen
Antal sider18
UdgivelsesstedLondon
ForlagRoutledge
Publikationsdato2019
Sider127-144
Kapitel8
ISBN (Trykt)978-0-367-22573-5
ISBN (Elektronisk)978-0-429-27569-2
DOI
StatusUdgivet - 2019
NavnRoutledge Research in Education

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