Gendered Risks of Team-Based Learning
A Model of Inequitable Task Allocation in Project-Based Learning
Dados Bibliográficos
| ID | 20295102 |
|---|---|
| Autores | Robin R Fowler (0000-0001-6161-0986, University of Michigan), Magel P Su (0000-0003-4898-5024, University of Michigan) |
| Ano | 2018 |
| Volume | 61 |
| Fascículo | 4 |
| Páginas | 312-318 |
| Data de publicação | 2018-11-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | IEEE Transactions on Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Editora | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2018.2816010 |
| OpenAlex | W2794881975 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 30 |
Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams' apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students' satisfaction with PBL teams, with teams less happy with the inclusion of more women. Both male and female students on teams with two or more women report lower team satisfaction than men on teams of just men, or men and women on teams with a single woman Research Questions: How do students self-select, negotiate, and allocate tasks on PBL teams? How does past PBL experience influence task allocation? How does gender affect task allocation? Methodology: First-year students (N = 60) completed reflections about task assignment during a semester-long PBL experience. Findings: Individual student characteristics that are related to gender - including interests, skills, experiences, and self-efficacy - interact with students' goal orientations to lead to individual preferences regarding tasks. Ultimate task allocations are distributed in a non-gender-neutral way following individual preferences
Affect (linguistics) · Inclusion (mineral) · Knowledge management · Medical education · Negotiation · Political science · Task (project management) · Applied Psychology · Computer Science · Engineering · Innovative Teaching and Learning Methods · Medicine · Problem and Project Based Learning · Psychology · Social Psychology · Software Engineering Techniques and Practices
Management of Teacher Professionalism Development
Embodied, Epistemic Cognition in Higher Science Education
Will I fit? The impact of social and identity determinants on teamwork in engineering education
Toward an Improvement of Engineering Teaming Skills Through an In-House Professionalism Course
Playful programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science
Researching the community of inquiry framework
Engineering Design Thinking, Teaching, and Learning
Pedagogies of Engagement
The Contributions and Prospects of Goal Orientation Theory
Students' goal orientations and cognitive engagement in classroom activities.
Classrooms
Contending with group image
A multilevel meta‐analysis of gender differences in learning orientations
Cooperative Learning Returns To College What Evidence Is There That It Works
Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology
| Citações por ano | 0,83 |
|---|---|
| Intervalo de citações | 2020 - 2026 (7) |
| Altamente citado | Não |