A5068084853- Science Education and Pedagogy
- Research in Social Sciences
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Teacher Education and Leadership Studies
- Education and Critical Thinking Development
- Innovative Teaching Methods
- Education, Achievement, and Giftedness
- Online and Blended Learning
- Experimental Learning in Engineering
- Collaborative Teaching and Inclusion
- Educational Assessment and Improvement
- Various Chemistry Research Topics
- Mobile Learning in Education
- Diverse Educational Innovations Studies
- Environmental Education and Sustainability
- Creativity in Education and Neuroscience
- Digital literacy in education
- Education and Technology Integration
- Teaching and Learning Programming
- Motivation and Self-Concept in Sports
- Educational Research and Pedagogy
- Online Learning and Analytics
- Psychological and Temporal Perspectives Research
- Gender and Technology in Education
University of Helsinki
2016-2025
University of Johannesburg
2016-2025
University of Tartu
2023
Helsinki Art Museum
2019-2021
Häme University of Applied Sciences
2021
Ministry of Education and Culture
2021
Abstract Unplugged activities as a low-cost solution to foster computational thinking (CT) skills seem be trend in recent years. However, current evidence of the effectiveness unplugged promoting students’ CT has been inconsistent. To understand potential on skills, systematic review and meta-analysis were conducted. Our 49 studies examined influence improve K–12 education between 2006 2022. The literature showed that mainly (81.64%) conducted computer science STEM education, with board card...
Abstract Finnish students' opinions about the frequency of learning activities and communication in science classroom, their interest studies careers, sense self‐efficacy, beliefs own competence as well performance are analyzed based on PISA 2006 Scientific Literacy Assessment data. Students' success is explained by these context variables national education policy Finland. The regression analysis revealed that positive student level predictors for were science‐related self‐efficacy...
Interest in biology and the out-of-school experiences of Finnish secondary school pupils (n=3626, median age 15) were surveyed spring 2003 using international ROSE questionnaire. Likert-scaled items categorised with an explorative factor analysis. The scores eight interest-context factors seven experience studied. More boys than girls interested basic processes biology, whilst more found human health education interesting. Out-of-school nature most important correlating interest biology....
This paper explores the relationship between students' interests in environmental issues, attitudes to responsibility and biocentric values school science education. The factors were investigated within framework of three moderators: gender, residential area school. survey was carried out using international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items categorised explorative factor analysis, multivariate analysis variance used study importance...
Recently, there has been critiques towards science education research, as the potential of this research not actualised in teaching and learning praxis. The paper describes an analysis a design-based approach (DBR) that suggested solution for discontinuation between We propose pragmatic frame helps to clarify well endeavour. abstracted three aspects from constitute research: (a) design process is essentially iterative starting recognition change environment praxis, (b) it generates widely...
Abstract This study explores how often students are engaged in their science classes and affective states during these times, using an innovative methodology that records experiences situ . Sampling a subset of high schools the U.S. Finland, we collected over 7,000 momentary responses from 344 course week. We examine engagement within between different environments identifying common social emotional factors they may be experiencing classes, suggesting challenges Finland encounter when...
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned during their elementary school years. This partially due lack any assessment instrument measure inquiry. However, a valid and reliable has recently been developed published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal Research Science Teaching, 51, 65–83). The purpose...
Abstract This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, engagement is conceptualized as the balance between skills, interest, and challenge when reported experiences all high. data on were collected using experience sampling method (ESM) from 142 students southern Michigan (the United States), resulting 993 ESM responses, 133 Finland, 1,351 responses. both countries,...
We present teacher–researcher partnership (TRP) as a way of fostering teachers' professional learning. Teachers' participation research group members is an essential aspect the partnership. Teachers and researchers share same goal, which to improve their understanding enhance students' engagement in science. Project-based learning (PBL) was selected means enhancing student engagement. The activities focused on co-design enactment co-reflection PBL units. participated design data collection...
Incorporation of aims for learning 21st century competencies in subject-specific curricula and education has been an important issue worldwide. This study explored the integration such into National Primary Science Curricula China Finland. Both showed emphasis on related to science education, as inquiry information literacy. Yet density appearance Chinese Curriculum is lower than Finnish Curriculum. Additionally, illustrates shortage Living World category. The significant differences between...
Supporting students' active participation in maker-centered project-based learning (PBL) can be challenging inclusive classes. The aim of this study was to support cooperative team via teacher-directed reflective discussions during an inclusive, PBL unit. conducted the final year primary school. In context 44 class, focused on a 11 students (4 girls, 7 boys; aged 12 – 13 years) who worked pairs and had their own differentiated responsibility areas (e.g. interior designers design lighting...
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Standards performance expectations. It was administered to diverse group of over 4,000 students in randomized control trial California Michigan. Results show treatment students, on average, performed 0.20 standard deviations higher than an independently developed summative science assessment. Mediation analyses indirect path between teacher-...
Three studies on the relationship between curiosity and interest are reported. The first study was a meta-analysis that examined Pearson correlations scales assessing interest. Based 24 (31 effect sizes), we found correlated with at moderate level (r = 0.53), but they had extremely high heterogeneity. second third applied network analyses (i.e., co-occurrence analysis correlation-based analysis) to data collected using experience sampling method. Across studies, while feelings of reflected...
Abstract Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing inspiring students to take action. Meanwhile, how we view future influences act, act future. Research on young people’s images has shown technology plays a central role imagine changes shape it. This suggests need perceptions sociotechnical change agency students’ thinking, as it may instruct development action-oriented critical scientific...
Epistemic emotions (surprise, curiosity, enjoyment, confusion, anxiety, frustration and boredom) have an object focus on knowledge or construction are thus hypothesized to affect learning outcomes. In the context of upper secondary school science, present study clarifies this relation by examining students’ pre- posttest performance ( n = 148 students) their experiences situational epistemic 1801 experience sampling method observations). As expected, correlated with both performance:...
Traditional educational research has been criticized for the gap between and practice communities, meaning that outcomes do not transfer to praxis. To meet this challenge, policymakers, funders, researchers are developing research–practice partnerships (RPPs). The purpose of is study partnership as a strategy transformation in Finnish context. This highlights multifaceted perspectives key RPP stakeholders: teachers, principals, municipality administrators, researchers. Their experiences were...
Engagement can be situative and, when it occurs, a number of experiences will co-occur. The present study examined the co-occurred optimal learning moments (OLM), type situated engagement, using novel network analysis and including data from two countries: Finland US. Both samples were high schools measured experience sampling method. Finnish sample consisted 282 students (age = 15-16) was assessed in science lessons only. US 533 at same age. Co-occurrence showed that, OLM occurred, feelings...
In order to effectively mitigate, adapt and benefit from climate change, society needs expertise. To enhance professional action competencies educate students in climate-informed decision making a new master-level course, "Living with changing climate" was developed. This course created by multidisciplinary team of experts the Institute for Atmospheric Earth System Research (UH-INAR), Finnish Meteorological (FMI) Department Educational Sciences at University Helsinki, as part...
The aim of this study is to learn how a series 3-day international seminars, emphasizing networking, and an academic writing, reviewing, leading discussions, supports PhD students’ professional learning development by providing both formal non-formal context. sample consisted students from three countries – Estonia, Finland Israel, was carried out in 2022 (in-person seminar; n = 20) 2023 (hybrid 17). After the carefully designed seminars (including plenary lectures, workshops, reflection...