Jari Lavonen
Biographic Data
| ID | 5742406 |
|---|---|
| NAME | Jari Lavonen |
| GIVEN NAMES | Jari |
| FAMILY NAME | Lavonen |
| SIGNATURE | LAVONEN J |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-2781-7953 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Students’ Situational Engagement in a Primary School Science Project
Situational engagement captures students’ momentary experiences during learning activities and can provide insights that are not accessible through more general measures of engagement. This study examined how a robotics and coding project-based learning (PBL) module influenced fourth-grade students’ situational engagement, focusing on variations across four instructional phases – skill building, ideation, skill implementation and co-reflection – …
Coherence in Science Teacher Education: Integrating visions of coherent science teaching into supervised teaching practice through supportive tools
Research on teacher education identifies fragmented nature of teacher education programs, perceived lack of connection between university courses and supervised teaching practice, and absence of shared visions about teaching. As part of an international project, a set of planning and reflection tools were developed with an aim to enhance the coherence of the science teacher education program. The purpose of this study is to enhance understanding …
Living Labs for Enhanced Student Learning Experiences: Lab Leaders’ Perceptions on Learning Environments and Stakeholder Collaboration
Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (…
Students’ situational interest and perceived relevance during designed coherent physics learning modules
Recognising the importance of interest and relevance for learning, educators have strived to improve these elements in their instruction. This study explores how situational interest and perceived relevance vary over time and across instructional activities. Moreover, our aim was to analyse how individual interest, perceived relevance and instructional activities predict situational interest. We obtained two data sets (N = 129 and N = 126) from s…
Students’ attitudes towards climate change and their science career aspirations as predictors of situational motivation and knowledge
The importance of climate-related education has been recognised, but little is known about what motivates students to learn about climate change. This study examines situational motivation in the context of a climate education module in an upper secondary school that emphasises project-based learning. We investigate variation in student motivation across activities, and the extent to which this is predicted by their attitudes to climate change an…
Promoting university students' situational engagement in online learning for climate education
Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activ…
The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour
What is the association between schoolwork-related anxiety and science literacy proficiency? A comparison between Southeast Asia and Northwest Europe
What is the shape of the association between schoolwork-related anxiety (SRA; sometimes referred to as “test anxiety”) and science literacy proficiency (SLP)? Prior results in some areas (e.g., Flanders) have showed an inverse linear relationship between SRA and SLP. Intriguingly, academic anxiety showed an inverse “U-shaped” association with academic performance in Taiwan. Data for six southeast Asian (SEA; Hong Kong, Japan, Korea, Macao, Singap…
Creating Transformative Research–Practice Partnership in Collaboration with School, City, and University Actors
Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, policymakers, funders, and researchers are developing research–practice partnerships (RPPs). The purpose of this research is to study the research–practice partnership as a strategy for educational transformation in the Finnish educational context. This…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Agency and Transformative Potential of Technology in Students’ Images of the Future: Futures Thinking as Critical Scientific Literacy
Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people’s images of the future has shown how technology plays a central role in how we imagine the future and the changes that shape it. This suggests a need …
Climate change competence—a view of professionals advancing climate change action
Engaging Students in Scientific Practices in a Remote Setting
The goal of science education has shifted from teaching scientific concepts to facilitating students’ active role in making sense of phenomena through engaging in scientific practices (SPs). While engaging in scientific practices, students use and develop core ideas. The COVID-19 pandemic forced a shift towards online education, stressing the need to explore how SPs are used in a remote setting. This study aimed to investigate upper secondary stu…
Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg
This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school subjects. These programs also emphasise the importan…
Clarifying the Relation Between Epistemic Emotions and Learning by Using Experience Sampling Method and Pre-posttest Design
Epistemic emotions (surprise, curiosity, enjoyment, confusion, anxiety, frustration and boredom) have an object focus on knowledge or knowledge construction and are thus hypothesized to affect learning outcomes. In the context of upper secondary school science, the present study clarifies this relation by examining the students’ pre- and posttest performance ( n = 148 students) and their experiences of situational epistemic emotions ( n = 1801 ex…
U.S. and Finnish high school science engagement during the Covid‐19 pandemic
When the COVID‐19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing “Crafting Engaging Science Environments” (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school …
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress Being made
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
High school students' situational engagement associated with scientific practices in designed science learning situations
This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan …
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items we…
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items we…
Climate change competence—a view of professionals advancing climate change action
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items we…
High school students' situational engagement associated with scientific practices in designed science learning situations
This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan …
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress Being made
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
Clarifying the Relation Between Epistemic Emotions and Learning by Using Experience Sampling Method and Pre-posttest Design
Epistemic emotions (surprise, curiosity, enjoyment, confusion, anxiety, frustration and boredom) have an object focus on knowledge or knowledge construction and are thus hypothesized to affect learning outcomes. In the context of upper secondary school science, the present study clarifies this relation by examining the students’ pre- and posttest performance ( n = 148 students) and their experiences of situational epistemic emotions ( n = 1801 ex…
U.S. and Finnish high school science engagement during the Covid‐19 pandemic
When the COVID‐19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing “Crafting Engaging Science Environments” (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school …
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Engaging Students in Scientific Practices in a Remote Setting
The goal of science education has shifted from teaching scientific concepts to facilitating students’ active role in making sense of phenomena through engaging in scientific practices (SPs). While engaging in scientific practices, students use and develop core ideas. The COVID-19 pandemic forced a shift towards online education, stressing the need to explore how SPs are used in a remote setting. This study aimed to investigate upper secondary stu…
Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg
This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school subjects. These programs also emphasise the importan…
What is the association between schoolwork-related anxiety and science literacy proficiency? A comparison between Southeast Asia and Northwest Europe
What is the shape of the association between schoolwork-related anxiety (SRA; sometimes referred to as “test anxiety”) and science literacy proficiency (SLP)? Prior results in some areas (e.g., Flanders) have showed an inverse linear relationship between SRA and SLP. Intriguingly, academic anxiety showed an inverse “U-shaped” association with academic performance in Taiwan. Data for six southeast Asian (SEA; Hong Kong, Japan, Korea, Macao, Singap…
Creating Transformative Research–Practice Partnership in Collaboration with School, City, and University Actors
Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, policymakers, funders, and researchers are developing research–practice partnerships (RPPs). The purpose of this research is to study the research–practice partnership as a strategy for educational transformation in the Finnish educational context. This…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Agency and Transformative Potential of Technology in Students’ Images of the Future: Futures Thinking as Critical Scientific Literacy
Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people’s images of the future has shown how technology plays a central role in how we imagine the future and the changes that shape it. This suggests a need …
Climate change competence—a view of professionals advancing climate change action
Promoting university students' situational engagement in online learning for climate education
Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activ…
The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour
Students’ Situational Engagement in a Primary School Science Project
Situational engagement captures students’ momentary experiences during learning activities and can provide insights that are not accessible through more general measures of engagement. This study examined how a robotics and coding project-based learning (PBL) module influenced fourth-grade students’ situational engagement, focusing on variations across four instructional phases – skill building, ideation, skill implementation and co-reflection – …
Coherence in Science Teacher Education: Integrating visions of coherent science teaching into supervised teaching practice through supportive tools
Research on teacher education identifies fragmented nature of teacher education programs, perceived lack of connection between university courses and supervised teaching practice, and absence of shared visions about teaching. As part of an international project, a set of planning and reflection tools were developed with an aim to enhance the coherence of the science teacher education program. The purpose of this study is to enhance understanding …
Living Labs for Enhanced Student Learning Experiences: Lab Leaders’ Perceptions on Learning Environments and Stakeholder Collaboration
Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (…
Students’ situational interest and perceived relevance during designed coherent physics learning modules
Recognising the importance of interest and relevance for learning, educators have strived to improve these elements in their instruction. This study explores how situational interest and perceived relevance vary over time and across instructional activities. Moreover, our aim was to analyse how individual interest, perceived relevance and instructional activities predict situational interest. We obtained two data sets (N = 129 and N = 126) from s…
Students’ attitudes towards climate change and their science career aspirations as predictors of situational motivation and knowledge
The importance of climate-related education has been recognised, but little is known about what motivates students to learn about climate change. This study examines situational motivation in the context of a climate education module in an upper secondary school that emphasises project-based learning. We investigate variation in student motivation across activities, and the extent to which this is predicted by their attitudes to climate change an…
Psychology (15 works) · Pedagogy (14 works) · Mathematics education (10 works) · Social Psychology (9 works) · Situational ethics (8 works) · Student engagement (8 works) · Computer Science (7 works) · Science education (7 works) · Sociology (7 works) · Political science (6 works)