Abstract
This paper proposes a way to implement cross-age mentoring for laboratory instruction in technical drawing, computer aided design and production with 3D printer for secondary school students majoring in mechanical engineering. The study was conducted in two high schools, with twenty six 9th and 11th graders participated as mentees, and nine 12th graders served as mentors. The study used the mixed method to determine characteristics of the cross-age mentoring and evaluate learning outcomes of student mentors and mentees. As found, mentoring was effective when being conducted in small groups of mentees by mentors who took a preparatory instruction course and used 3D models that they produced as instructional aids. The mentees succeeded to design and print a larger number of models of higher quality, then been guided by the teacher only. The mentors deepened knowledge of the subject and developed instruction skills.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alimisis, D.: Educational robotics: open questions and new challenges. Themes Sci. Technol. Educ. 6(1), 63–71 (2013)
Andres, P.: Technology-mediated collaboration, shared mental model and task performance. Organ. End User Comput. 24(1), 64–81 (2012)
Chester, I.: Teaching for CAD expertise. Int. J. Technol. Des. Educ. 17(1), 23–35 (2007)
De Smet, M., Van Keer, H., De Wever, B., Valcke, M.: Cross-age peer tutors in asynchronous discussion groups: exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. Instr. Sci. 37(1), 87–105 (2009)
Harpaz, Y.: Meaningful learning conditions. Had-hachinuch, pp. 40–45 (2014)
Karcher, M., DuBois, D.: Cross-Age Peer Mentoring, pp. 233–257. Sage Publications, Thousand Oaks (2014)
Kundi, G.M., Nawaz, A.: From objectivism to social constructivism: the impacts of information and communication technologies (ICTs) on higher education. J. Sci. Technol. Educ. Res. 1(2), 30–36 (2010)
Maxwell, J.: Re-situating constructionism. In: The International Handbook of Virtual Learning Environments, vol. 1, no. 11, pp. 279–298 (2006)
Okita, S.Y., Schwartz, D.L.: Learning by teaching human pupils and teachable agents: the importance of recursive feedback. J. Learn. Sci. 22(3), 375–412 (2013)
O’Malley, K., Gupta, A.: Passive and active assistance for human performance of a simulated underactuated dynamic task. In: Proceeding of the 11th symposium on HAPTICS. Rice university, Houston (2003)
So, H.J., Kim, B.: Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australas. J. Educ. Technol. 25(1), 101–116 (2009)
Steffens, K., Carneiro, R., Underwood, J.: Self-regulated learning in technology enhanced learning environments. In: TACONET Conference, Portugal, Lisbon, pp. 57–58 (2005)
Thrope, L., Wood, K.: Cross-age tutoring for young adolescents. Clgh.: J. Educ. Strat. Issues Ideas 73(4), 239–242 (2000)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Walter, Y., Verner, I. (2020). Cross-Age Mentoring to Educate High-School Students in Digital Design and Production. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R., Obdržálek, D. (eds) Robotics in Education. RiE 2019. Advances in Intelligent Systems and Computing, vol 1023. Springer, Cham. https://doi.org/10.1007/978-3-030-26945-6_33
Download citation
DOI: https://doi.org/10.1007/978-3-030-26945-6_33
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-26944-9
Online ISBN: 978-3-030-26945-6
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)