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 editorsLehtinen, Antti; Pehkonen, Salla; Nieminen, Pasi; Hähkiöniemi, Markus

Journal or seriesNordina

ISSN1504-4556

eISSN1894-1257

Publication year2024

Publication date08/10/2024

Volume20

Issue number2

Pages range140-157

PublisherUniversity of Oslo Library

Publication countryNorway

Publication languageEnglish

DOIhttps://doi.org/10.5617/nordina.10186

Publication open accessOpenly available

Publication channel open accessOpen 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.


Keywordslearninglearning environmentchildren (age groups)balancescientific knowledgegroup dynamicscollaborative learninginvestigative learning


Contributing organizations


Related projects


Ministry reportingYes

VIRTA submission year2024

Preliminary JUFO rating1


Last updated on 2024-02-11 at 20:05