Hothousing : Utilising industry collaborative problem solving practices for STEAM in schools
Houghton, T., Lavicza, Z., Diego-Mantecón, J.-M., Fenyvesi, K., Weinhandl, R., & Rahmadi, I. F. (2022). Hothousing : Utilising industry collaborative problem solving practices for STEAM in schools. Journal of Technology and Science Education, 12(1), 274-289. https://doi.org/10.3926/jotse.1324
Published inJournal of Technology and Science Education
DisciplineNykykulttuurin tutkimusContemporary Culture
© 2022 the Authors
Collaborative problem solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS in its adult format is an intensive, time-constrained workshop based process designed to build mutual trust between customers and industry experts in order to synergically develop creative solutions together. Its potential use in schools raises two important questions: Firstly, what degree of structure and support is required to unleash student creativity and enhance learning - as in industry or does the student need more structured methods including explicitly being taught collaborative problem solving skills? Secondly, is CPS an enrichment activity taking up additional teacher time or is it potentially cross-curricular and thus of wider benefit to teachers and students? The Hothousing CPS process for students is based on an intensive series of workshops based on trust including face-to-face and on-line collaboration supported by a facilitator. It is student-driven and addresses an open-ended challenge such as “ "How do I get my friends to LOVE STEAM?" or “Design the optimal solution to the city’s traffic problem.” or "How do I raise my friends’ interest toward learning?". Three case studies are introduced. From these it was found that student-led intensive collaboration within a trusted framework drives creativity, and is a good opportunity to experience real life challenges. Positive benefits to students and teachers are technology skills development, personal learning and thinking skills (PLTS) and enhanced perception of self and STEAM, and this benefit is cross curricular providing qualitative and efficiency gains. ...
PublisherOmnia Publisher SL
ISSN Search the Publication Forum2014-5349
Publication in research information system
MetadataShow full item record
Related funder(s)European Commission
Funding program(s)Strategic partnerships, E+
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis study has received support from the Erasmus+ Programme of the European Union [2020-1-ES01-KA201-082102 (STEAM Education for Teaching Professionalism) Key Action 2]. The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. ...
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