A1 Journal article (refereed)
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 authors or editors

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

Publication details

All authors or editors: Lehtinen, Antti; Nieminen, Pasi; Pehkonen, Salla; Hähkiöniemi, Markus

Journal or series: Education Sciences

eISSN: 2227-7102

Publication year: 2022

Publication date: 08/06/2022

Volume: 12

Issue number: 6

Article number: 393

Publisher: MDPI AG

Publication country: Switzerland

Publication language: English

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

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/81833

Abstract

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.

Keywords: learning; learning environment; investigative learning; simulation; balance; children (age groups); age; models (objects); evaluation