Academic Journal
Cross-Age Peer Tutoring in a Technology-Enhanced STEAM Project at a Lower Secondary School
| العنوان: | Cross-Age Peer Tutoring in a Technology-Enhanced STEAM Project at a Lower Secondary School |
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| اللغة: | English |
| المؤلفون: | Tenhovirta, Satu, Korhonen, Tiina, Seitamaa-Hakkarainen, Pirita (ORCID |
| المصدر: | International Journal of Technology and Design Education. Jul 2022 32(3):1701-1723. |
| الاتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 7 |
| Descriptors: | Peer Teaching, Tutoring, Grade 8, Grade 7, Technology Uses in Education, Social Support Groups, STEM Education, Art Education, Middle School Teachers, Educational Researchers, Sharing Behavior, Integrated Curriculum, Age Differences, Experiential Learning, Student Projects, Problem Based Learning |
| DOI: | 10.1007/s10798-021-09674-6 |
| تدمد: | 0957-7572 |
| مستخلص: | The present investigation examined cross-age peer tutoring in the context of organising a technology-enhanced STEAM project aimed at bringing elements of maker culture to a lower secondary school. We examined how 8th graders tutored 7th graders in programming skills. The participants were peer tutors (n = 15) studying in a technology-oriented class, along with their teachers (5) and the researchers (2). By interviewing the tutors, we studied skills that the tutors had experienced as being essential to overcoming the challenges encountered. To trace the tutors' social support network and the sharing of expertise, we asked the participants to draw a personal social network map. Three key tutors were identified, whose centrality in the network was socially validated by the number of peer tutors seeking their advice. Two case studies of key tutors' learning networks were carried out. The findings revealed that the tutors needed versatile technological, social, pedagogical, and reflective know-how in the project. It is concluded that cross-age peer tutoring provides significant support for implementing practices of making and STEAM education at school. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1340153 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0957-7572 |
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| DOI: | 10.1007/s10798-021-09674-6 |