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dc.contributor.authorLehtinen, Antti
dc.contributor.authorPehkonen, Salla
dc.contributor.authorNieminen, Pasi
dc.contributor.authorHähkiöniemi, Markus
dc.date.accessioned2024-10-24T07:39:10Z
dc.date.available2024-10-24T07:39:10Z
dc.date.issued2024
dc.identifier.citationLehtinen, A., Pehkonen, S., Nieminen, P., & Hähkiöniemi, M. (2024). Collaborative balance rule learning : Do students’ age, group composition, prior knowledge, and scientific reasoning skills matter?. <i>Nordina</i>, <i>20</i>(2), 140-157. <a href="https://doi.org/10.5617/nordina.10186" target="_blank">https://doi.org/10.5617/nordina.10186</a>
dc.identifier.otherCONVID_243381668
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/97665
dc.description.abstractResearch on balance rule learning has focused on studies done in individual settings. This study investigates how students collaboratively learn balance rules and focuses especially on four variables that potentially affect rule development: student age, group composition, prior knowledge, and scientific reasoning skills. Eight-, ten- and twelve-year-old students collaboratively used a designed simulation-based learning environment with an open experimentation space and tasks that required progressively more complex balance rules. Students’ balance rules were tested before and after intervention with the Balance Scale Test and their scientific reasoning skills were tested with items from the Science-P Reasoning Inventory. The results show that the intervention was successful in developing students’ balance rules. Logistic regression show that the students’ previous knowledge was the only variable that affected the likelihood of rule development. Students’ with less complex pre-test rules developed their rules more often than students with more complex pre-test rules when controlling for the other variables. The results go against some previous findings and show that a collaborative setting can lead to balance rule learning with primary school aged students.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherUniversity of Oslo Library
dc.relation.ispartofseriesNordina
dc.rightsCC BY 3.0
dc.titleCollaborative balance rule learning : Do students’ age, group composition, prior knowledge, and scientific reasoning skills matter?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202410246522
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Physicsen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange140-157
dc.relation.issn1504-4556
dc.relation.numberinseries2
dc.relation.volume20
dc.type.versionpublishedVersion
dc.rights.copyright© Authors 2024
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318010
dc.subject.ysooppiminen
dc.subject.ysooppimisympäristö
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysotieteellinen tieto
dc.subject.ysoryhmädynamiikka
dc.subject.ysotasapaino
dc.subject.ysotutkiva oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p7837
jyx.subject.urihttp://www.yso.fi/onto/yso/p14765
jyx.subject.urihttp://www.yso.fi/onto/yso/p7758
jyx.subject.urihttp://www.yso.fi/onto/yso/p18173
dc.rights.urlhttps://creativecommons.org/licenses/by/3.0/
dc.relation.doi10.5617/nordina.10186
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationFunding for this study was provided by the Research Council of Finland (Grant number 318010).
dc.type.okmA1


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