ABSTRACT
The chapter examines the collaborative practices, social regulation, and facilitation needed for the successful pursuit of invention processes. Working out and refining the shared aims and epistemic object, sharing responsibilities, and co-regulating the process support student teams in their collaborative knowledge creation. Well-organized object-driven activity is visible to the teacher as the teams’ active involvement in the invertion process. The chapter presents two cases, one at a primary school and the other at a lower-secondary school, as instances of the social regulation in the invention projects. Meaningful invention challenge combined with the freedom of making choices are important elements for the creation of the shared objectives and the internally motivated teams.
