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dc.contributor.authorBidarra, Graça
dc.contributor.authorSantos, Anália
dc.contributor.authorVaz-Rebelo, Piedade
dc.contributor.authorThiel, Oliver
dc.contributor.authorBarreira, Carlos
dc.contributor.authorAlferes, Valentim
dc.contributor.authorAlmeida, Joana
dc.contributor.authorMachado, Ines
dc.contributor.authorBartoletti, Corinna
dc.contributor.authorFerrini, Francesca
dc.contributor.authorHanssen, Signe Marie
dc.contributor.authorLundheim, Rolv Sigmund
dc.contributor.authorMoe, Jørgen
dc.contributor.authorJosephson, Joel
dc.contributor.authorVelkova, Veneta
dc.contributor.authorKostova, Nelly
dc.date.accessioned2021-04-08T08:49:27Z
dc.date.available2021-04-08T08:49:27Z
dc.date.copyright
dc.date.created2021-03-22T10:53:02Z
dc.date.issued2021
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/11250/2736781
dc.description.abstractThis work analyzes spontaneous cooperation between children who participated in Automata for STEM, European Union-funded Erasmus+ project workshops. Taking into account the characteristics of automata, that involve a narrative part and a mechanism, the project used them to implement contextualized and interdisciplinary STEM activities. The pedagogical method involved the presentation of automata, and children being challenged to plan and construct their own. Although no cooperative learning strategies were imposed during the workshops, this research aimed to identify types of spontaneous cooperation that could emerge among children. Data was gathered through participant observation and a questionnaire. Core dimensions of spontaneous cooperation were identified as well as specific dimensions, pointing to a divergent type, characterized by involvement between pairs of children in different projects, and to another type, convergent, involving work between pairs of children in the same project. Spontaneous cooperation also varied according to the children’s age or the workshop structure. During workshops with children aged 6–7 years, the class teacher was present and provided guidance, the children were seated in pairs or in a presentation arrangement. During workshops for older children of 8–9 years of age, there was less guidance and the class teacher sometimes was not even in the room the children worked at round tables.
dc.language.isoeng
dc.publisherMDPI
dc.relation.urihttps://www.autostem.info/
dc.rightsNavngivelse 4.0 International
dc.subjectRealfagsdidaktikk
dc.subjectScience Didactics
dc.titleMapping Spontaneous Cooperation between Children in Automata Construction Workshops
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.rights.holder©2021 Aurhors
dc.subject.nsiVDP::Fagdidaktikk: 283
dc.subject.nsiVDP::Subject didactics: 283
dc.source.volume11
dc.source.journalEducation Sciences
dc.source.issue3
dc.identifier.cristin1899826
dc.relation.projectEU/2018-1-PT01-KA201-047499
dc.rights.licenseCC BY
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltext
cristin.qualitycode1


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