Theoretical Frameworks in Focus: Group Work Research in Project-Based CS Education
I tiakina i:
| I whakaputaina i: | Informatics in Education vol. 24, no. 2 (2025), p. 321-343 |
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| Kaituhi matua: | |
| Ētahi atu kaituhi: | |
| I whakaputaina: |
Institute of Mathematics and Informatics
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text - PDF Full text outside of ProQuest |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
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| 024 | 7 | |a 10.15388/infedu.2025.08 |2 doi | |
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| 045 | 2 | |b d20250401 |b d20250630 | |
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| 100 | 1 | |a Kokkoniemi, Mikko | |
| 245 | 1 | |a Theoretical Frameworks in Focus: Group Work Research in Project-Based CS Education | |
| 260 | |b Institute of Mathematics and Informatics |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Qualitative analysis | ||
| 653 | |a Education | ||
| 653 | |a Software | ||
| 653 | |a Research methodology | ||
| 653 | |a Collaboration | ||
| 653 | |a Computer science | ||
| 653 | |a Science education | ||
| 653 | |a Content analysis | ||
| 653 | |a Project-based learning | ||
| 653 | |a Qualitative research | ||
| 653 | |a Teaching | ||
| 653 | |a Group work | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Community resources | ||
| 653 | |a Mapping | ||
| 653 | |a Frame analysis | ||
| 653 | |a Curriculum development | ||
| 653 | |a Social loafing | ||
| 653 | |a Course Descriptions | ||
| 653 | |a Authors | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Educational Research | ||
| 653 | |a Science Instruction | ||
| 653 | |a Active Learning | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Student Projects | ||
| 653 | |a Educational Technology | ||
| 653 | |a Engineering Education | ||
| 653 | |a Educational Experience | ||
| 653 | |a Course Content | ||
| 700 | 1 | |a Isomöttönen, Ville | |
| 773 | 0 | |t Informatics in Education |g vol. 24, no. 2 (2025), p. 321-343 | |
| 786 | 0 | |d ProQuest |t Library Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3229677656/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3229677656/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1477440 |