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dc.contributor.authorLehtinen, Antti
dc.contributor.authorNieminen, Pasi
dc.contributor.authorPehkonen, Salla
dc.contributor.authorHähkiöniemi, Markus
dc.date.accessioned2022-06-17T06:45:00Z
dc.date.available2022-06-17T06:45:00Z
dc.date.issued2022
dc.identifier.citationLehtinen, A., Nieminen, P., Pehkonen, S., & Hähkiöniemi, M. (2022). Comparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners. <i>Education Sciences</i>, <i>12</i>(6), Article 393. <a href="https://doi.org/10.3390/educsci12060393" target="_blank">https://doi.org/10.3390/educsci12060393</a>
dc.identifier.otherCONVID_147104242
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81833
dc.description.abstractThere is a need for research on the effect of different types of model progressions and learner age on learning and engagement in inquiry-based science settings. This study builds on the Scientific Discovery as Dual Search model to introduce less specific implicit model progression and compares them to the traditional explicit model progression. The data come from Finnish 8-, 10-, and 12-year-olds collaboratively using two different configurations of an inquiry-based learning environment about balance. Balance scale tasks were used to assess learning. Students also rated their situation-specific engagement. Both types of model progressions were beneficial for learning but there was no difference in the normalized change scores between them. The 12-year-olds had a higher normalized change score than the 8-year-olds. There were no differences in situation-specific engagement between the two types of model progression. These results suggest that implicit model progression offers a way to provide less specific guidance and a more open learning environment for primary-aged learners compared to the more specific explicit model progression.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesEducation Sciences
dc.rightsCC BY 4.0
dc.subject.otherinquiry-based learning
dc.subject.othermodel progressions
dc.subject.otherlearning environments
dc.subject.othersimulations
dc.subject.otherbalance
dc.titleComparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202206173442
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Physicsen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries6
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318010
dc.subject.ysotasapaino
dc.subject.ysomallit (mallintaminen)
dc.subject.ysoikä
dc.subject.ysosimulointi
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysoarviointi
dc.subject.ysotutkiva oppiminen
dc.subject.ysooppimisympäristö
dc.subject.ysooppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7758
jyx.subject.urihttp://www.yso.fi/onto/yso/p510
jyx.subject.urihttp://www.yso.fi/onto/yso/p1229
jyx.subject.urihttp://www.yso.fi/onto/yso/p4787
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
jyx.subject.urihttp://www.yso.fi/onto/yso/p18173
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci12060393
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis research was funded by the Academy of Finland, grant number 318010.
dc.type.okmA1


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