Vertaisarvioitu artikkeli kokoomateoksessa (A3)

Primary school students’ learning of complex science phenomena with multiple online sources




Julkaisun tekijätErdmann Norbert, Mikkilä-Erdmann Mirjamaija, Lähteenmäki Marko, Anto Erkki

ToimittajaSara Routarinne, Pilvi Heinonen, Tomi Kärki, Anssi Roiha, Marja-Leena Rönkkö, Arttu Korkeaniemi

KustantajaTurun yliopisto

Julkaisuvuosi2022

JournalAinedidaktisia Tutkimuksia

Kirjan nimi *Ainedidaktiikka ajassa: Laajenevat oppimisympäristöt ja eri-ikäiset oppijat

Artikkelin numero3

Sarjan nimiSuomen ainedidaktisen tutkimusseuran julkaisuja Ainedidaktisia tutkimuksia

Numero sarjassa22

Aloitussivu55

Lopetussivun numero71

eISBN978-952-5993-35-6

ISSN1799-9596

Verkko-osoitehttps://helda.helsinki.fi/handle/10138/353562


Tiivistelmä

The purpose of this explorative study is to investigate how primary school students benefit from intervention focusing on learning science phenomena with multiple online sources. Multiple online sources offer a good possibility to learn complex science phenomena (e.g., Brand-Gruwel & van Strien 2018). Even young children are expected to use the internet environment in school assignments to find multiple sources and to write their synthesis based on relevant sources. The participants (N=44) were 11–12 years old. The intervention study was conducted in an authentic primary school classroom and was a part of normal school work. The study followed pre- and post-test design and was designed as a project in science class. The topic was “decline of insect population” and lasted five lessons. The results indicate that the intervention had a positive effect on acquisition of multiple source skills and conceptual knowledge. It can be suggested that multiple text comprehension skills cannot be viewed separately from reading skills. In order to support online inquiry skills, we need explicit teaching of different aspects of multiple source writing also in science.


Last updated on 2023-01-03 at 07:52