8 results on '"Erkka Laine"'
Search Results
2. Individual interest and learning in secondary school STEM education
- Author
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Erkka Laine, Marjaana Veermans, Andreas Gegenfurtner, and Koen Veermans
- Subjects
Education - Abstract
Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.
- Published
- 2020
- Full Text
- View/download PDF
3. Generation of student interest in an inquiry-based mobile learning environment
- Author
-
Erkka Laine, Marjaana Veermans, Aleksi Lahti, and Koen Veermans
- Subjects
Interest ,Science learning ,Inquiry learning ,Mobile learning ,Education - Abstract
A declining trend in adolescents’ interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students’ interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students’ generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.
- Published
- 2017
- Full Text
- View/download PDF
4. Individual interest and learning in secondary school STEM education
- Author
-
Marjaana Veermans, Andreas Gegenfurtner, Erkka Laine, and Koen Veermans
- Subjects
Performance feedback ,Predictive validity ,Longitudinal study ,ddc:370 ,Mathematics education ,Context (language use) ,Predictor variables ,Association (psychology) ,Education ,Test (assessment) ,Mathematics - Abstract
Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.
- Published
- 2020
5. A molecular-based identification resource for the arthropods of Finland
- Author
-
Aino Juslén, Petri Metsälä, Dina Soliman, Susana Miranda Romo, Ika Österblad, Petri Lampila, Timo Pajunen, Janne Koskinen, Erkki M. Laasonen, Kate Perez, Santiago Blanco, Vladislav Ivanov, Leif Schulman, Sami Haapala, Aki Rinne, Ritva Penttinen, Jari-Pekka Kaitila, Jukka Salmela, Jostein Kjærandsen, Nadia Nikolova, Petri Parkko, Catherine Wei, Martti Raekunnas, Petri Ahlroth, Pekka Raukko, Juho Paukkunen, Mikko Pentinsaari, Ari Kakko, Claudia Steinke, Valerie Levesque-Beaudin, Arto Muinonen, Teemu Rintala, Petri Martikainen, Jussi Vilen, Eero J. Vesterinen, Renee Miskie, Tomas Roslin, Lauri Kaila, Jouni Aspi, Pasi Sihvonen, Riikka Elo, Esko Viitanen, Veli Vikberg, Gergely Várkonyi, Chris Ho, Margarita Miklasevskaja, Leena Laasonen, Riitta Savolainen, Jevgeni Jakovlev, Suresh Naik, Sampsa Malmberg, Kari Nupponen, Gunilla Ståhls, Liuqiong Lu, Eero Helve, Meeri Rannisto, Reijo Jussila, Dean Chan, Jari Ilmonen, Sean Prosser, Jeremy R deWaard, Meredith Miller, Meri Lähteenaro, Jayme E Sones, Jaakko Pohjoismäki, Pekka Majuri, Tom Clayhills, Lauri Paasivirta, Sujeevan Ratnasingham, Perttu Anttonen, Connor P Warne, Juha Salokannel, Jaclyn McKeown, Veli-Matti Mukkala, Erkka Laine, Juhani Itämies, Sami Karjalainen, Otso Ovaskainen, Kaj Winqvist, Paul D. N. Hebert, Miduna Rahulan, Tyler Elliot, Jere Kahanpää, Ali Karhu, Panu Somervuo, Matti Viitasaari, Marko Mutanen, Petri Hirvonen, Jukka Tabell, Stephanie L. deWaard, Evgeny Zakharov, Mikko Tiusanen, Iiro Kakko, Gergin Blagoev, Ramya Manjunath, Jireh Agda, Jaakko Mattila, Department of Agricultural Sciences, Spatial Foodweb Ecology Group, Organismal and Evolutionary Biology Research Programme, Zoology, Finnish Museum of Natural History, Unit of Biodiversity Informatics, Lauri Kaila / Principal Investigator, and Otso Ovaskainen / Principal Investigator
- Subjects
0106 biological sciences ,Resource (biology) ,DNA barcodes ,species identification ,Biodiversity ,reference library ,arthropods ,Biology ,Barcode ,Probabilistic taxonomic assignment ,010603 evolutionary biology ,01 natural sciences ,law.invention ,Coi ,COI ,03 medical and health sciences ,symbols.namesake ,Protax ,law ,probabilistic taxonomic assignment ,niveljalkaiset ,Genetics ,Animals ,DNA Barcoding, Taxonomic ,Species identification ,Arthropods ,Finland ,Ecology, Evolution, Behavior and Systematics ,Gene Library ,030304 developmental biology ,0303 health sciences ,DNA-analyysi ,PROTAX ,systematiikka (biologia) ,Linnaean taxonomy ,Reference library ,Geography ,Evolutionary biology ,Dna barcodes ,1181 Ecology, evolutionary biology ,symbols ,identification ,lajinmääritys ,Identification (biology) ,Biotechnology - Abstract
Publisher Copyright: © 2021 The Authors. Molecular Ecology Resources published by John Wiley & Sons Ltd. To associate specimens identified by molecular characters to other biological knowledge, we need reference sequences annotated by Linnaean taxonomy. In this study, we (1) report the creation of a comprehensive reference library of DNA barcodes for the arthropods of an entire country (Finland), (2) publish this library, and (3) deliver a new identification tool for insects and spiders, as based on this resource. The reference library contains mtDNA COI barcodes for 11,275 (43%) of 26,437 arthropod species known from Finland, including 10,811 (45%) of 23,956 insect species. To quantify the improvement in identification accuracy enabled by the current reference library, we ran 1000 Finnish insect and spider species through the Barcode of Life Data system (BOLD) identification engine. Of these, 91% were correctly assigned to a unique species when compared to the new reference library alone, 85% were correctly identified when compared to BOLD with the new material included, and 75% with the new material excluded. To capitalize on this resource, we used the new reference material to train a probabilistic taxonomic assignment tool, FinPROTAX, scoring high success. For the full-length barcode region, the accuracy of taxonomic assignments at the level of classes, orders, families, subfamilies, tribes, genera, and species reached 99.9%, 99.9%, 99.8%, 99.7%, 99.4%, 96.8%, and 88.5%, respectively. The FinBOL arthropod reference library and FinPROTAX are available through the Finnish Biodiversity Information Facility (www.laji.fi) at https://laji.fi/en/theme/protax. Overall, the FinBOL investment represents a massive capacity-transfer from the taxonomic community of Finland to all sectors of society.
- Published
- 2022
6. Stability and Change in Achievement Goals and Transfer.
- Author
-
Erkka Laine and Andreas Gegenfurtner
- Published
- 2012
7. Generation of student interest in an inquiry-based mobile learning environment
- Author
-
Aleksi Lahti, Koen Veermans, Marjaana Veermans, and Erkka Laine
- Subjects
Cooperative learning ,Goal orientation ,Learning environment ,Teaching method ,Educational technology ,Experiential learning ,Learning sciences ,Education ,Pedagogy ,Active learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,ta516 ,Psychology - Abstract
A declining trend in adolescents’ interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students’ interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students’ generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.
- Published
- 2017
8. Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training
- Author
-
Andreas Gegenfurtner and Erkka Laine
- Subjects
education.field_of_study ,Goal orientation ,Population ,Stability (learning theory) ,Differential (mechanical device) ,Education ,Developmental psychology ,Correlation ,Transfer of training ,Meta-analysis ,Linear regression ,Statistics ,education ,Psychology - Abstract
Over the past 30 years, numerous studies have examined the differential influences of achievement goal orientations on transfer of training, with heterogeneous results. The present study used meta-analytic methods (k = 17 with 38 effect sizes, N = 2917) to correct the true score population correlation estimate between achievement goal orientations and transfer of training for sampling error and error of measurement. For this purpose, goal orientations were conceptualized in the following three dimensions: mastery goal orientation (ρ = 0.40), performance-approach goal orientation (ρ = 0.02), and performance-avoidance goal orientation (ρ = −0.12). A second aim was to examine stability and change by testing the effects of training length and time lag on these population correlation estimates. A weighted least squares multiple regression indicated no statistically significant effects; a nested effect of training length and time lag was also nonsignificant for all three goal orientations. These findings suggest stability in the achievement goal orientation–transfer of training relationships. Practical implications for job-related training programs and avenues for future research are discussed.
- Published
- 2013
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