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dc.contributor.authorLämsä, Joni
dc.contributor.authorVirtanen, Anne
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorMaunuksela, Jussi
dc.contributor.authorKoskinen, Pekka
dc.date.accessioned2023-09-19T11:10:15Z
dc.date.available2023-09-19T11:10:15Z
dc.date.issued2023
dc.identifier.citationLämsä, J., Virtanen, A., Tynjälä, P., Maunuksela, J., & Koskinen, P. (2023). Exploring students’ perceptions of self-assessment in the context of problem solving in STEM. <i>LUMAT</i>, <i>11</i>(2), 35-59. <a href="https://doi.org/10.31129/LUMAT.11.2.2028" target="_blank">https://doi.org/10.31129/LUMAT.11.2.2028</a>
dc.identifier.otherCONVID_184894639
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89175
dc.description.abstractCentral goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers’ awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherHelsingin yliopisto. LUMA-keskus; Kansallinen LUMA-verkosto
dc.relation.ispartofseriesLUMAT
dc.rightsCC BY 4.0
dc.subject.otherassessment
dc.subject.otherhigher education
dc.subject.otherproblem solving
dc.subject.otherself-assessment
dc.subject.otherSTEM
dc.titleExploring students’ perceptions of self-assessment in the context of problem solving in STEM
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309195191
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKiihdytinfysiikka ja subatomäärinen fysiikkafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineNanoscience Centerfi
dc.contributor.oppiaineFysiikkafi
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineAccelerator and Subatomic Physicsen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineNanoscience Centeren
dc.contributor.oppiainePhysicsen
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange35-59
dc.relation.issn2323-7112
dc.relation.numberinseries2
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 Joni Lämsä, Anne Virtanen, Päivi Tynjälä, Jussi Maunuksela, Pekka Koskinen
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318905
dc.relation.grantnumberOKM/280/523/2017
dc.subject.ysoongelmanratkaisu
dc.subject.ysoopiskelijat
dc.subject.ysooppimiskokemukset
dc.subject.ysoitsearviointi
dc.subject.ysokorkeakouluopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p16215
jyx.subject.urihttp://www.yso.fi/onto/yso/p6253
jyx.subject.urihttp://www.yso.fi/onto/yso/p1246
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.31129/LUMAT.11.2.2028
dc.relation.funderSuomen Akatemiafi
dc.relation.funderOpetus- ja kulttuuriministeriöfi
dc.relation.funderAcademy of Finlanden
dc.relation.funderMinistry of Education and Cultureen
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramMuutfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramOthersen
jyx.fundinginformationThis work was supported by the Academy of Finland under Grant number 318905; and the Finnish Ministry of Education and Culture under Grant number OKM/280/523/2017.
dc.type.okmA1


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