Successful seventh-grade co-invention teams spent a much larger share of their embodied making actions on model making and experimenting than the unsuccessful team¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Successful teams devoted between 33.1% and 48.5% of their overall embodied making actions to model making and experimenting, whereas the Plant team spent only 16.3%, and model making intertwined with ideation and evaluation in all successful teams. → Riikonen 2020

Evidence¶

Riikonen 2020¶

Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2020). Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams' collaborative making processes. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-020-09330-6

q2 · i? · design · r2

Quantitative analysis of coded video data (Table 3) from the five teams' sessions, confirming visual Making-Process-Rug findings: "the biggest differences between the Plant team and the successful teams were in model making." No effect size is printed; proportions are descriptive.

"Successful teams spent between 33.1% and 48.5% (x̅=39.8%) of their overall embodied making actions on model making and experimenting, whereas the Plant team only spent 16.3% of their embodied making actions on these activities."

Discussion¶

Related Claims¶

• Embodied design practices of sketching and experimenting co-occurred with the application of product design, computer engineering, and science practices, while model making was more often followed by it — related
• Process models of successful students come closer to self-regulated learning theory expectations than those of unsuccessful students, who do not evaluate their learning — related
• The editorial reports that successful collaborative making teams resolved coordination challenges through intertwined social-discursive and materially mediated processes — a broader claim this one bears on
• Anchoring collaboration in a shared epistemic object distinguished the successful co-invention teams from the unsuccessful one — related
• Embodied hands-on practices remain important learning activities in AI-era design education — a broader claim this one bears on
• Sensorimotor action supports learning when it makes concept-relevant relations easier to process — related