References
- Beghetto, R. A., Kaufman, J. C., & Baer, J. (2015). Teaching for creativity in the common core classroom. Teachers College Press.
- Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. Van Merrienboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55–68). Elsevier.
- Bereiter, C. (2002). Education and mind in the knowledge age. Erlbaum.
- Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Brumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer.
- Cennamo, K., & Brandt, C. (2012). The right kind of telling: Knowledge-building in the academic design studio. Educational Technology Research and Development, 60(5), 839–858. https://doi.org/https://doi.org/10.1007/s11423-012-9254-5
- Cross, N. (2004). Expertise in design: An overview. Design Studies, 25(5), 427–441. https://doi.org/https://doi.org/10.1016/j.destud.2004.06.002
- Crowther, P. (2013). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design, 6(3), 18–28. https://doi.org/https://doi.org/10.5204/jld.v6i3.155
- Dunin-Woyseth, H., & Nilsson, F. (2014). Design education, practice and research: On building a field of enquiry. Studies in Material Thinking, 11(1), 3–17. http://www.materialthinking.org/volumes/smt-11
- Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp. 685–705). Cambridge University Press.
- Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.
- Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer Supported Collaborative Learning, 4(2), 213–231. https://doi.org/https://doi.org/10.1007/s11412-009-9064-x
- Halverson, E. R. (2013). Digital art making as a representational process. Journal of the Learning Sciences, 22(1), 121–162. https://doi.org/https://doi.org/10.1080/10508406.2011.639471
- Härkki, T., Vartiainen, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2021). Co-teaching in non-linear projects: A contextualized model of co-teaching to support educational change. Teaching and Teacher Education, 97(1), 1–14. Article 103188. https://doi.org/https://doi.org/10.1016/j.tate.2020.103188
- Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Agency and identity in cultural worlds. Harvard University Press.
- Hollett, T., Peng, X. Y., & Land, S. (2022). Learning with and beyond the body: The production of mobile architectures in a ballet variations class. Journal of the Learning Sciences.
- Hutchins, E. (2005). Material anchors for conceptual blends. Journal of Pragmatics, 37(10), 1555–1577. https://doi.org/https://doi.org/10.1016/j.pragma.2004.06.008
- Jurow, A. S. (2005). Shifting engagements in figured worlds: Middle school mathematics students’ participation in an architectural design project. The Journal of the Learning Sciences, 14(1), 35–67. https://doi.org/https://doi.org/10.1207/s15327809jls1401_3
- Kangas, K., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2013). Figuring the world of designing: Expert participation in elementary classroom. International Journal of Technology and Design Education, 23(2), 161–178. https://doi.org/https://doi.org/10.1007/s10798-011-9172-6
- Knorr Cetina, K. (2001). Objectual practices. In T. Schatzki, K. Knorr-Cetina, & E. Von Savigny (Eds.), The practice turn in contemporary theory (pp. 175–188). Routledge.
- Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-based learning meets case-based reasoning in the middle school science classroom: Putting Learning by DesignTM into practice. Journal of the Learning Sciences, 12(4), 495–547.
- Lahti, H., Kangas, K., Koponen, V., & Seitamaa-Hakkarainen, P. (2016). Material mediation and embodied actions in collaborative design process. Techne Series A, 23(1), 15–29. https://journals.oslomet.no/index.php/techneA/issue/view/200
- Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE.
- Mehto, V., Riikonen, S., Hakkarainen, K., Kangas, K., & Seitamaa-Hakkarainen, P. (2020a). Epistemic roles of materiality within a collaborative invention project at a secondary school. The British Journal of Educational Technology, 51(4), 1246–1261. https://doi.org/https://doi.org/10.1111/bjet.12942
- Mehto, V., Riikonen, S., Kangas, K., & Seitamaa-Hakkarainen, P. (2020b). Sociomateriality of collaboration within a small team in secondary school maker centered learning. International Journal of Child Computer Interaction, 26, 1–9. https://doi.org/https://doi.org/10.1016/j.ijcci.2020.100209
- Nicolini, D., Gherardi, S., & Yanow, D. (2004). Introduction: Toward a practice-based view of knowledge and learning in organization. In D. Nicolini, S. Gherardi, & D. Yanow (Eds.), Knowing in organization: A practice-based approach (pp. 3–31). Sharpe.
- Paavola, S., & Hakkarainen, K. (2021). Trialogical learning and object-oriented collaboration. In U. Cress, C. Rose, S. Wise, & J. Oshima (Eds.), International handbook of computer supported collaborative learning (pp. 241–259). Springer.
- Paavola, T., Kangas, K., Kokko, S., Riikonen, S., Mehto, V., Hakkarainen, K., & Seitamaa-Hakkarainen, K. (2021). Video data analysis for tracing emotional aspects of collaborative design and making processes. Techne Series: Research in Sloyd Education and Craft Science A, 28(3), 1–14. https://journals.oslomet.no/index.php/techneA/issue/view/441
- Pierroux, P., Steier, R., & Ludvigsen, S. R. (2022). Group creativity in adolescence: Relational, material and institutional aspects of creative collaboration. Journal of the Learning Sciences.
- Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2020). Bringing maker practices to school: Tracing discursive and materially mediated aspects of student teams’ collaborative making processes. Journal of Computer Supported Collaborative Learning, 15(3), 319–349. https://doi.org/https://doi.org/10.1007/s11412-020-09330-6
- Sawyer, R. K., & DeZutter, S. (2009). Distributed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 81. https://doi.org/https://doi.org/10.1037/a0013282
- Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed.). Oxford University Press.
- Sawyer, R. K. (2017). Teaching creativity in art and design studio classes: A systematic literature review. Educational Research Review, 22, 99–113. https://doi.org/https://doi.org/10.1016/j.edurev.2017.07.002
- Sawyer, R. K. (2018a). Teaching and learning how to create in schools of art and design. Journal of the Learning Sciences, 27(1), 137–181. https://doi.org/https://doi.org/10.1080/10508406.2017.1381963
- Sawyer, R. K. (2019). The role of failure in learning how to create. Thinking Skills and Creativity, 33, 1–10. https://doi.org/https://doi.org/10.1016/j.tsc.2018.08.002
- Sawyer, R. K. (2021). The surprising path of creativity. Journal of Creativity 31, 1-6 . https://doi.org/https://doi.org/10.1016/j.yjoc.2021.100002
- Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2001). Composition and construction in experts’ and novices’ weaving design. Design Studies, 22(1), 47–66. https://doi.org/https://doi.org/10.1016/S0142-694X(99)00038-1
- Seitamaa-Hakkarainen, P., Kangas, K., Raunio, A.-M., & Viilo, M. (2012). Architecture project: City plan, home and users — Children as architects. Procedia Social and Behavioral Sciences, 45, 21–31. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.539
- Seitamaa-Hakkarainen, P., Viilo, M., & Hakkarainen, K. (2010). Learning by collaborative designing: Technology-enhanced knowledge practices. International Journal of Technology and Design Education, 2(2), 109–136. https://doi.org/https://doi.org/10.1007/s10798-008-9066-4
- Sheridan, K. M., Zhang, X., & Konopasky, A. W. (2022/this issue). Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of art. Journal of the Learning Sciences, 1–29. https://doi.org/https://doi.org/10.1080/10508406.2021.1999817
- Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505–532. https://doi.org/https://doi.org/10.17763/haer.84.4.brr34733723j648u
- Silander, P., Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (in press). Learning computational thinking in phenomenon-based co-creation projects – Perspectives from Finland. In S.-C. Kong & H. Abelson (Eds.), Computational thinking education in K-12: Artificial intelligence. MIT Press.
- Solomon, F., Champion, D., Steele, M., & Wright, T. (2022). Embodied physics: Utilizing dance resources for learning and engagement in STEM. Journal of the Learning Sciences.
- Weisberg, R. (2006). Creativity: Understanding innovation in problem solving, science, invention and the arts. Wiley.