Zobrazeno 1 - 10
of 300
pro vyhledávání: '"Jari Lavonen"'
Autor:
Katarina Pajchel, Louise Mifsud, Thomas Frågåt, Mads Middelboe Rehder, Kalle Juuti, Yurdagül Bogar, Jari Lavonen, Vibeke Schrøder, Siv G. Aalbergsjø, André Rognes
Publikováno v:
Nordic Journal of Comparative and International Education, Vol 8, Iss 4 (2024)
This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of futur
Externí odkaz:
https://doaj.org/article/4c15e8312ec74f4da5a2cb83529c43e3
Autor:
Tiina Korhonen, Noora Laakso, Aino Seitamaa, Visajaani Salonen, Netta Tiippana, Jari Lavonen, Kai Hakkarainen
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
AbstractDigital fluency is a central 21st-century competence. Schools are responsible for ensuring that all students cultivate sophisticated sociodigital competences and mindsets needed for studying and collaborating through and around technology and
Externí odkaz:
https://doaj.org/article/e1278f579d464204b542fc653a8d6aa2
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionStudents' self-regulation skills and self-efficacy are linked to performance and are considered essential for lifelong learning. Understanding these skills and their development is crucial for educational success and long-term personal gr
Externí odkaz:
https://doaj.org/article/38b5d9527d41406a851477480d432b53
Autor:
Lawrence Grabau, Benoît Galand, Dominique Lafontaine, Jari Lavonen, Ragnar F. Ólafsson, Louis Trudel, SaeYeol Yoon
Publikováno v:
Frontiers in Education, Vol 9 (2024)
What is the shape of the association between schoolwork-related anxiety (SRA; sometimes referred to as “test anxiety”) and science literacy proficiency (SLP)? Prior results in some areas (e.g., Flanders) have showed an inverse linear relationship
Externí odkaz:
https://doaj.org/article/5b5e33a0edf340efb669567b4b2b5cfb
Publikováno v:
Nordic Studies in Education, Vol 43, Iss 4, Pp 309-324 (2023)
Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used
Externí odkaz:
https://doaj.org/article/80988ebfd14d4ed9bd4fc07d1c344c81
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-25 (2023)
Abstract Unplugged activities as a low-cost solution to foster computational thinking (CT) skills seem to be a trend in recent years. However, current evidence of the effectiveness of unplugged activities in promoting students’ CT skills has been i
Externí odkaz:
https://doaj.org/article/88ffb26ff7014481828d7717f343867a
Autor:
Kati Sormunen, Saara Vehmaa, Pirita Seitamaa-Hakkarainen, Jari Lavonen, Kai Hakkarainen, Kalle Juuti
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 5, Iss 1, Pp 1-15 (2023)
Abstract The study examines students’ disciplinary learning in physics and interdisciplinary science learning opportunities that students encounter during a collaborative invention project. Thirteen student teams (aged 11 to 12, N = 46) designed an
Externí odkaz:
https://doaj.org/article/6afc106e704c4808b27a78825a145e55
Autor:
Tiina Korhonen, Laura Salo, Hanna Reinius, Sanni Malander, Netta Tiippana, Noora Laakso, Jari Lavonen, Kai Hakkarainen
Publikováno v:
Education Sciences, Vol 14, Iss 4, p 399 (2024)
Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, policymakers, funders, and researchers are developing
Externí odkaz:
https://doaj.org/article/51097fb3fdfd452e9bdbe07fe8e17052
Publikováno v:
Science Education International, Vol 33, Iss 1, Pp 38-49 (2022)
Scientific literacy (SL) has been recognized as the main goal of science curricula documents around the world; however, comparative international curriculum research is limited, especially with Western and African countries. To fill this gap, this st
Externí odkaz:
https://doaj.org/article/323b841454c54ff8be17196cd5910fdf
Publikováno v:
Frontline Learning Research, Vol 10, Iss 2 (2022)
Lately, new materialism has been proposed as a theoretical framework to better understand material-dialogic relationships in learning, and concurrently network analysis has emerged as a method in science education research. This paper explores how to
Externí odkaz:
https://doaj.org/article/b4a8a2deaf0649ee9523a7eac137ccea