A1 Journal article (refereed)
Collaborative balance rule learning : Do students’ age, group composition, prior knowledge, and scientific reasoning skills matter? (2024)
Lehtinen, A., Pehkonen, S., Nieminen, P., & Hähkiöniemi, M. (2024). Collaborative balance rule learning : Do students’ age, group composition, prior knowledge, and scientific reasoning skills matter?. Nordina, 20(2), 140-157. https://doi.org/10.5617/nordina.10186
JYU authors or editors
Publication details
All authors or editors: Lehtinen, Antti; Pehkonen, Salla; Nieminen, Pasi; Hähkiöniemi, Markus
Journal or series: Nordina
ISSN: 1504-4556
eISSN: 1894-1257
Publication year: 2024
Publication date: 08/10/2024
Volume: 20
Issue number: 2
Pages range: 140-157
Publisher: University of Oslo Library
Publication country: Norway
Publication language: English
DOI: https://doi.org/10.5617/nordina.10186
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/97665
Abstract
Research 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.
Keywords: learning; learning environment; children (age groups); balance; scientific knowledge; group dynamics; collaborative learning; investigative learning
Contributing organizations
Related projects
- Adapting teacher guidance for different grades in technology-enhanced science and mathematics problem solving
- Hähkiöniemi, Markus
- Research Council of Finland
Ministry reporting: Yes
VIRTA submission year: 2024
Preliminary JUFO rating: 1