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Theoretical Frameworks in Focus: Group Work Research in Project-Based CS Education

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Publicado en:Informatics in Education vol. 24, no. 2 (2025), p. 321-343
Autor principal: Kokkoniemi, Mikko
Otros Autores: Isomöttönen, Ville
Publicado:
Institute of Mathematics and Informatics
Materias:
Qualitative analysis
Education
Software
Research methodology
Collaboration
Computer science
Science education
Content analysis
Project-based learning
Qualitative research
Teaching
Group work
Cooperative learning
Community resources
Mapping
Frame analysis
Curriculum development
Social loafing
Course Descriptions
Authors
Literature Reviews
Educational Research
Science Instruction
Active Learning
Computer Science Education
Student Projects
Educational Technology
Engineering Education
Educational Experience
Course Content
Acceso en línea:Citation/Abstract
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Resumen:This study builds on a recent systematic mapping of computing education literature by conducting an in-depth qualitative analysis of selected studies on group work in Project-Based Learning (PjBL), published between 2010 and 2021. We examined how prominent theoretical frameworks are used in this context. We found that frameworks were often applied either as teaching tools or to inform course design, and when used in these ways, authors frequently reported positive pedagogical outcomes. While frameworks like Tuckman’s model were often referenced only superficially, Social Loafing was more commonly explored in depth. Inductive analysis was particularly effective in distinguishing between background mentions and more substantial integration of theory.We recommend a more intentional, theory-driven approach to research and pedagogy to strengthen conceptual clarity and practical impact. Shared community resources and clearer reporting practices could further support deeper theoretical engagement in the field.
ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2025.08
Fuente:Library Science Database