Change in First Graders’ Science-Related Competence Beliefs During Digitally Intensive Science Workshops

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Sammanfattning

The aim of this research was to examine if a set of three science and technology workshops would promote first-grade pupils’ science-related competence beliefs. The first workshop dealt with electric circuits and related handicraft tasks. The second workshop involved programming with Lego Mindstorms robots. The third workshop was related to computer-based data logging. Fifty-nine Finnish first graders (age 7–8 years) participated in the digitally intensive science workshops, and 38 pupils served as a control group. The data were analysed using a paired samples t-test. The analysis results reveal that the set of three workshops increased the pupils’ science and technology-related competence beliefs.
Originalspråkengelska
Titel på gästpublikationBridging Research and Practice in Science Education : Selected Papers from the ESERA 2017 Conference
RedaktörerEilish McLoughlin, Odilla E. Finlayson, Sibel Erduran, Peter E. Childs
Antal sidor14
UtgivningsortCham
FörlagSpringer
Utgivningsdatum2019
Sidor285-299
ISBN (tryckt)978-3-030-17218-3
ISBN (elektroniskt)978-3-030-17219-0
DOI
StatusPublicerad - 2019
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnContributions from Science Education Research
Nummer6
ISSN (tryckt)2213-3623
ISSN (elektroniskt)2213-3631

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

Loukomies, A., Juuti, K., Lavonen, J., & Salmela-Aro, K. (2019). Change in First Graders’ Science-Related Competence Beliefs During Digitally Intensive Science Workshops. I E. McLoughlin, O. E. Finlayson, S. Erduran, & P. E. Childs (Red.), Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference (s. 285-299). (Contributions from Science Education Research; Nr. 6). Cham: Springer. https://doi.org/10.1007/978-3-030-17219-0_18