A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Comparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners (2022)

Lehtinen, 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. Education Sciences, 12(6), Article 393. https://doi.org/10.3390/educsci12060393

JYU-tekijät tai -toimittajat

Lehtinen, Antti
Nieminen, Pasi
Skyttä, Salla
Hähkiöniemi, Markus

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Lehtinen, Antti; Nieminen, Pasi; Pehkonen, Salla; Hähkiöniemi, Markus

Lehti tai sarja: Education Sciences

eISSN: 2227-7102

Julkaisuvuosi: 2022

Ilmestymispäivä: 08.06.2022

Volyymi: 12

Lehden numero: 6

Artikkelinumero: 393

Kustantaja: MDPI AG

Julkaisumaa: Sveitsi

Julkaisun kieli: englanti

DOI: https://doi.org/10.3390/educsci12060393

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/81833

Tiivistelmä

There 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.

YSO-asiasanat: oppiminen; oppimisympäristö; tutkiva oppiminen; simulointi; tasapaino; lapset (ikäryhmät); ikä; mallit (mallintaminen); arviointi