Learning and Instruction最新文献

{"title":"Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach","authors":"Kristina Stockinger ,&nbsp;Ulrike E. Nett ,&nbsp;Markus Dresel","doi":"10.1016/j.learninstruc.2024.102009","DOIUrl":"10.1016/j.learninstruc.2024.102009","url":null,"abstract":"<div><h3>Background</h3><div>Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions.</div></div><div><h3>Aims</h3><div>Building on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations.</div></div><div><h3>Sample</h3><div>Participants were 1,466 university students.</div></div><div><h3>Method</h3><div>Using a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom).</div></div><div><h3>Results</h3><div>Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems.</div></div><div><h3>Conclusions</h3><div>The findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102009"},"PeriodicalIF":4.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Other-self similarity, motivation, emotion, and learning","authors":"Misook Heo","doi":"10.1016/j.learninstruc.2024.102026","DOIUrl":"10.1016/j.learninstruc.2024.102026","url":null,"abstract":"<div><h3>Background</h3><div>Effort investment is a critical component of learning and can be influenced by social comparisons, motivation, and emotion.</div></div><div><h3>Aims</h3><div>The current research investigated to what extent social comparisons and multimedia type associate with learning performance, as well as motivation and emotion, while controlling for spatial ability.</div></div><div><h3>Samples</h3><div>Participants were 129 (Study 1) and 138 (Study 2) female undergraduate students.</div></div><div><h3>Methods</h3><div>Participants were randomly assigned to study groups that received different visual interventions and multimedia types. The visual interventions showing learning progress in terms of effort were the same for both studies. However, in Study 2, the visual interventions with social comparison information also included textual other-self similarity information.</div></div><div><h3>Results</h3><div>Study 1 showed no significant main effects of the visual interventions or multimedia type on task performance. As expected, spatial ability was associated with task performance. Motivation declined over time in all study groups. While Study 2 also showed no significant main effects, spatial ability did not covary with task performance. Motivation and emotion increased over time in all study groups except for the control group. These findings suggest that other-self similarity information is associated with motivation and emotion, as well as learning outcomes independent of spatial ability.</div></div><div><h3>Conclusions</h3><div>The research offers unique empirical evidence of the influence of effort feedback when accompanied by other-self similarity information on motivational-affective consequences and cognitive performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102026"},"PeriodicalIF":4.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study","authors":"Hoi Vo ,&nbsp;Thi Thu Hien Hoang ,&nbsp;Guanglun Michael Mu","doi":"10.1016/j.learninstruc.2024.102025","DOIUrl":"10.1016/j.learninstruc.2024.102025","url":null,"abstract":"<div><h3>Background</h3><div>Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.</div></div><div><h3>Aim</h3><div>This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.</div></div><div><h3>Sample</h3><div>Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.</div></div><div><h3>Method</h3><div>Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.</div></div><div><h3>Result</h3><div>L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.</div></div><div><h3>Conclusion</h3><div>Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles &amp; Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, &amp; Degol, 2020).</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102025"},"PeriodicalIF":4.7,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scalable approach to high-impact tutoring for young readers","authors":"Kalena E. Cortes ,&nbsp;Karen Kortecamp ,&nbsp;Susanna Loeb ,&nbsp;Carly D. Robinson","doi":"10.1016/j.learninstruc.2024.102021","DOIUrl":"10.1016/j.learninstruc.2024.102021","url":null,"abstract":"<div><h3>Background</h3><div>Learning to read is foundational to student success in early elementary school, however many students are not proficient readers by third grade. A large body of research suggests high-impact tutoring is the most effective intervention to help struggling readers, however it can be hard to implement and scale.</div></div><div><h3>Aims</h3><div>This study presents results from a randomized controlled trial of an early elementary reading tutoring program designed to be feasible at scale.</div></div><div><h3>Sample</h3><div>Participants were 818 kindergarten students in a large southeastern district in the US who were classified as emergent readers on the district's screening tool.</div></div><div><h3>Methods</h3><div>Within kindergarten classrooms, eligible students were randomly assigned to receive supplementary early literacy tutoring during the 2021-22 school year. The program embeds part-time tutors into the classroom to provide short bursts of instruction to individual students over the course of the school year. With the support of technology, tutors deliver a sequenced curriculum to students. At the end of the school year, students completed program and district literacy assessments.</div></div><div><h3>Results</h3><div>Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%) and scored 0.23-standard deviations higher on an oral reading fluency test than the control group. The results were largely homogenous across student populations and extended to district-administered assessments.</div></div><div><h3>Conclusions</h3><div>The results at the end of the first year of implementation provide promising evidence of an affordable and sustainable approach for delivering one-on-one personalized reading tutoring at scale.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102021"},"PeriodicalIF":4.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001488/pdfft?md5=3098544d3f4bd437c600cfaa4efe82f9&pid=1-s2.0-S0959475224001488-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the teaching and learning of statistics","authors":"Robert C. Schoen ,&nbsp;Christopher Rhoads ,&nbsp;Alexandra Perez ,&nbsp;Tim Jacobbe ,&nbsp;Lanrong Li","doi":"10.1016/j.learninstruc.2024.102018","DOIUrl":"10.1016/j.learninstruc.2024.102018","url":null,"abstract":"<div><h3>Background</h3><div>Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.</div></div><div><h3>Aims</h3><div>This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.</div></div><div><h3>Sample</h3><div>The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.</div></div><div><h3>Methods</h3><div>Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.</div></div><div><h3>Results</h3><div>Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.</div></div><div><h3>Conclusions</h3><div>The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102018"},"PeriodicalIF":4.7,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001452/pdfft?md5=0000f3eaf4a473dd6445d155d9a15060&pid=1-s2.0-S0959475224001452-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study","authors":"Ying Zhao ,&nbsp;Xinchun Wu ,&nbsp;Peng Sun ,&nbsp;Hongjun Chen ,&nbsp;Haolan Wang","doi":"10.1016/j.learninstruc.2024.102020","DOIUrl":"10.1016/j.learninstruc.2024.102020","url":null,"abstract":"<div><h3>Background</h3><p>The impact of text reading fluency on reading comprehension has been extensively studied. However, a consensus on the direction of their relationship is lacking, which may be compounded by the nature of this relationship that continues to evolve during the course of reading development.</p></div><div><h3>Aims</h3><p>This study aimed to examine the relationship between text reading fluency and reading comprehension, focusing on whether the pattern of this relationship varies across different reading development stages.</p></div><div><h3>Sample</h3><p>A total of 416 elementary school students in China were selected as participants.</p></div><div><h3>Methods</h3><p>Assessments were conducted twice at a 6-month interval for children studying in grades 2, 4, and 6. The cross-lagged panel model was constructed to explore the dynamic relationship between text reading fluency and reading comprehension. Non-verbal intelligence, decoding, vocabulary knowledge, word-reading fluency, and the auto-regressive effects of text reading fluency and reading comprehension were strictly controlled.</p></div><div><h3>Results</h3><p>The results showed that for children in grade 2, the longitudinal effects between text reading fluency and reading comprehension were not significant. In 4th-grade children, text reading fluency in the first semester was found to be a significant positive predictor of reading comprehension in the next semester, whereas for children in grade 6, reading comprehension in the first semester significantly predicted text reading fluency in the next semester.</p></div><div><h3>Conclusions</h3><p>The results suggested that the nature of the relationship between text reading fluency and reading comprehension is dynamic and complex, varying as a function of grade or the reading development stage.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102020"},"PeriodicalIF":4.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder","authors":"Tijs Kleemans ,&nbsp;Constance Vissers ,&nbsp;Eliane Segers","doi":"10.1016/j.learninstruc.2024.102019","DOIUrl":"10.1016/j.learninstruc.2024.102019","url":null,"abstract":"<div><h3>Background</h3><p>Previous research has shown that foundational linguistic skills (i.e., phonological awareness and grammatical ability) indirectly (through arithmetic skills) predict growth from fifth-to sixth-grade geometric and fraction skills.</p></div><div><h3>Aims</h3><p>Our study aimed to investigate the linguistic precursors of sixth-grade geometric and fraction skills in children with and without DLD, while examining potential (cognitive) strengths within the DLD group that may partly compensate for learning geometry and fractions, at both the group and individual level.</p></div><div><h3>Sample</h3><p>Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.</p></div><div><h3>Methods</h3><p>Classroom and individual measures were administered in both grade 4 and grade 6.</p></div><div><h3>Results</h3><p>At the group level, results showed children with DLD to score below their peers on arithmetic, geometric, and fraction skills. Furthermore, indirect effects of phonological awareness and naming speed, via arithmetic skills, on geometric and fraction skills were found to be equally strong for both groups. In addition, similar strengths for both groups were found for nonverbal intelligence, academic vocabulary, and verbal reasoning in directly predicting the scores in geometric and fraction skills. Finally, at the individual level, a strength in verbal reasoning was found to partly compensate the delays in mathematics in children with DLD.</p></div><div><h3>Conclusions</h3><p>The educational needs of children with and without DLD in mathematics learning might be more quantitative in nature than that they are qualitative. In addition, identifying individual strengths should be integrated into standardized test batteries and treatment approaches.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102019"},"PeriodicalIF":4.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001464/pdfft?md5=202c122f771b7352e196fafd91eef119&pid=1-s2.0-S0959475224001464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Math and German motivation transistions in early adolescence","authors":"Wendy Symes ,&nbsp;Rebecca Lazarides","doi":"10.1016/j.learninstruc.2024.102024","DOIUrl":"10.1016/j.learninstruc.2024.102024","url":null,"abstract":"<div><h3>Background</h3><p>Some students are more motivated that others in one or multiple academic domains, and more motivated in one domain than another. These inner hierarchies of motivational beliefs are important because they can influence students’ achievement and study or career choices. However, little is known about the heterogeneity in inner hierarchies of motivational beliefs during early secondary school, when motivation typically declines.</p></div><div><h3>Aims</h3><p>The aims of this study were to (1) identify profiles of self-concept and intrinsic value in mathematics and German during the first two years of secondary school, (2) explore stability and change in these profiles, and (3) explore how profile membership relates to student competence and gender, and perceived teacher behaviour.</p></div><div><h3>Sample</h3><p>Participants were 721 secondary school students from Germany.</p></div><div><h3>Methods</h3><p>Students completed measures of self-concept, intrinsic value, and competence in grades 5 and 6, and measures of perceived teacher behaviour in grade 5. Data were analysed using latent transition analysis.</p></div><div><h3>Results</h3><p>Five profiles characterised by inter- and intraindividual differences in self-concept and intrinsic value were identified. Membership in these profiles was relatively stable. Inner hierarchies of self-concept and value were related to competence, with students demonstrating higher competence in domains they were more motivated in. Gender and perceived teacher behaviour were related to profile membership, but not profile transitions.</p></div><div><h3>Conclusions</h3><p>When supporting the motivational development of students during the first two years of secondary school, teachers may need to adopt a holistic approach that recognises the heterogeneity in students’ inner hierarchies of motivational beliefs.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102024"},"PeriodicalIF":4.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom","authors":"Tanja Auer ,&nbsp;Marion Reindl ,&nbsp;Burkhard Gniewosz","doi":"10.1016/j.learninstruc.2024.101997","DOIUrl":"10.1016/j.learninstruc.2024.101997","url":null,"abstract":"<div><h3>Background</h3><p>Academic self-concept (ASC) is a key predictor of learning behaviors and educational outcomes. In adolescence, the evaluation of academic abilities is mainly shaped by the social environment and comparisons with various reference groups. The effect of making social comparisons with the academic achievement of a reference group is known as the big-fish-little-pond effect (BFLPE).</p></div><div><h3>Aims</h3><p>Based on social comparison theory and the local dominance effect (LDE), the present study aimed to investigate a pivotal adolescent reference group beside the classroom: the clique. We investigated to what extent students’ social comparison with the mathematics achievement of clique members was related to the ASC of individual students more than general classroom comparisons.</p></div><div><h3>Sample</h3><p>The sample comprised 743 German secondary students in sixth and eighth grade (93 cliques in 40 classrooms).</p></div><div><h3>Methods</h3><p>We estimated a three-level structural equation model using data from a two-wave longitudinal study in one school year. The change in students’ ASC was determined using latent change modeling.</p></div><div><h3>Results</h3><p>The average academic achievement of the clique negatively predicted ASC development. Classroom academic achievement had no effect.</p></div><div><h3>Conclusions</h3><p>The results underline the importance of informal peer groups like cliques as important reference groups for social comparisons and ASC development during adolescence.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 101997"},"PeriodicalIF":4.7,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001245/pdfft?md5=50667f0aec5097d3514cc2f818765c29&pid=1-s2.0-S0959475224001245-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play","authors":"Christian Sebastián,&nbsp;Martín Vergara ,&nbsp;María Rosa Lissi,&nbsp;Catalina Henríquez Pino,&nbsp;Maximiliano Silva,&nbsp;María Asunción Pérez-Cotapos","doi":"10.1016/j.learninstruc.2024.102008","DOIUrl":"10.1016/j.learninstruc.2024.102008","url":null,"abstract":"<div><h3>Background</h3><p>Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers.</p></div><div><h3>Aims</h3><p>In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change.</p></div><div><h3>Participants</h3><p>Twenty-five female student teachers in their second, third, or fourth year of study participated in the study.</p></div><div><h3>Methods</h3><p>Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences.</p></div><div><h3>Results</h3><p>The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge.</p></div><div><h3>Conclusions</h3><p>We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102008"},"PeriodicalIF":4.7,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}