16 research outputs found
Change in First Gradersâ Science-Related Competence Beliefs During Digitally Intensive Science Workshops
The aim of this research was to examine if a set of three science and technology workshops would promote first-grade pupilsâ 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 7â8 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 pupilsâ science and technology-related competence beliefs.Peer reviewe
The Role of Parental Beliefs and Practices in Children's Motivation In The Changing World
The role of parental involvement in their childâs education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their childâs learning and success have been shown to be reflected in the parentsâ involvement in their childâs education and their practices with their offspring, thereby shaping the childâs motivational development in school. In addition, parental trust in their childâs teacher is a key factor in enhancing the homeâschool partnership and in supporting a childâs academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their childâs teacher in supporting childrenâs interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their childâs success.nonPeerReviewe
The Influence of Instructional Practices on Reading Motivation in Finland
Although the differences between individuals in language and literacy skills and motivation to read start before entering school, teachers and their instructional practices play an important role in the development of reading skills and the various aspects of motivation, especially childrenâs interest in reading. Interest in reading has been reported to contribute to the reading activity and to the amount of reading which, in turn, promote studentsâ reading performance. It has been assumed that childrenâs previous success with learning the basics of reading has provided them with positive feedback about the learning situation, thereby strengthening their interest in reading. Teachers and their instruction provide an important environment for childrenâs learning and motivation. Child-centered teaching practices that are sensitive to the development of childrenâs autonomy, competence beliefs, and social interactions with peers support interest in reading. The high-quality classroom interactions described by emotionally supportive relationships in a well-organized classroom have been shown to be of particular importance in the development of childrenâs reading skills and motivation, especially among children at risk of having reading difficulties. The present chapter attempts to describe the development of interest in reading and how teaching practices and the quality of teacher-child interactions observed in classrooms influence childrenâs reading interest, particularly among boys and at-risk children in the Finnish language context. According to international comparative education studies of achievement, Finland has a high-quality educational system and high performance outcomes across the school years. The results reported here are based on a longitudinal First Steps study among 2000 children and their teachers from kindergarten to grade 4. Reading instruction is based on phonics, and a highly transparent Finnish orthography makes decoding relatively quick and easy for children to learn.peerReviewe
Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Childrenâs Interest and PreâAcademic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher-child relationships and childrenâs interest and preâacademic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6âyearâolds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their preâacademic skills. Crossâlagged path models indicated that teacherâperceived conflict predicted lower interest and preâacademic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed.peerReviewe