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Jari Lavonen
University of Helsinki
167Publications
17H-index
954Citations
Publications 210
Newest
#1Barbara SchneiderH-Index: 32
#2Joseph KrajcikH-Index: 67
Last.Katariina Salmela-AroH-Index: 47
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#1Kalle Juuti (UH: University of Helsinki)H-Index: 13
#2Anni Loukomies (UJ: University of Johannesburg)H-Index: 3
Last.Jari Lavonen (UJ: University of Johannesburg)H-Index: 17
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Previous research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three...
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An interesting characteristic of Finnish education policy is collaborative design of national and local-level strategy, development programmes and curricula. The planning of strategies, programmes and curricula typically begins with recognising the challenges and needs at the classroom, school and municipality levels. These programmes are then planned through a collaborative partnership between the teacher’s union, Ministry of Education, universities and providers of education, typically municip...
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#1Yan Wang (UH: University of Helsinki)H-Index: 1
#2Jari Lavonen (UJ: University of Johannesburg)H-Index: 17
Last.Kirsi Tirri (UH: University of Helsinki)H-Index: 23
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ABSTRACTThis research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the ...
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#1Janica Vinni-Laakso (UH: University of Helsinki)
#2Jiesi Guo (ACU: Australian Catholic University)H-Index: 11
Last.Katariina Salmela-Aro (ETH Zurich)H-Index: 47
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According to modern expectancy-value theory, students’ motivation in school subjects begin to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students’ value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), ...
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#1Kati Sormunen (UH: University of Helsinki)H-Index: 2
#2Kalle Juuti (UH: University of Helsinki)H-Index: 13
Last.Jari Lavonen (UH: University of Helsinki)H-Index: 17
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Supporting students’ active participation in maker-centered project-based learning (PBL) can be challenging in inclusive classes. The aim of this study was to support students’ active participation in cooperative team via teacher-directed reflective discussions during an inclusive, maker-centered PBL unit. The study was conducted during the students’ final year of primary school. In the context of 44 students’ inclusive class, the study focused on a team of 11 students (4 girls, 7 boys; aged 12 ...
1 CitationsSource
#1Tzu-Hua Wang (NTHU: National Tsing Hua University)
#2Kenneth Y. T. Lim (NTU: Nanyang Technological University)H-Index: 7
Last.Alison Clark-Wilson (UCL: University College London)H-Index: 2
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#1Judith S. Lederman (IIT: Illinois Institute of Technology)H-Index: 12
#2Norman G. Lederman (IIT: Illinois Institute of Technology)H-Index: 49
Last.Qiaoxue ZhouH-Index: 1
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1 CitationsSource
#1Kati SormunenH-Index: 2
#2Jari Lavonen (UJ: University of Johannesburg)H-Index: 17
Last.Kalle JuutiH-Index: 13
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This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils’ smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers’ memoranda. The content and co-occurrenc...
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