Using Co-Generative Dialogues to Transform Contradictions in Project-Based Learning

• In Event: Instructional and Technological Scaffolding in Enhancing Students' Problem-Based Learning Experiences

Abstract

Project-based learning (PBL) has been suggested as an effective way to engage students meaningfully in science learning. However, many challenges occur in PBL (e.g., difficulty of assessing learning, uncertainty of teaching process). This qualitative study investigates how cogenerative dialogues (cogens) might serve as a pedagogical tool to enhance the quality of PBL in a university science internship for high school students. Data sources include video recording of the internship and cogen activities, field notes, pictures, student journals, and individual interviews. Drawing on cultural–historical activity theory, our analysis suggests that cogens are a useful tool to help high school students and scientists address challenges encountered in the process of teaching and learning in PBL.

Authors

• Pei-Ling Hsu, University of Texas - El Paso

• Yi-Yu Liao, University of Texas - El Paso