<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Harri   Pitkäniemi</style></author><author><style face="normal" font="default" size="100%">Petteri  Vanninen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">structural equation models</style></keyword><keyword><style  face="normal" font="default" size="100%">student learning</style></keyword><keyword><style  face="normal" font="default" size="100%">student mediation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1409840240.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">41</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student’s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student’s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and that allows for indirect connections between variables increases understanding of how these mechanisms interact. A questionnaire was used to collect data from 218 fifth- and sixth-grade students in Finnish comprehensive schools (girls, N = 116; boys, N = 102). Drawing on prior research findings, a conceptual model was first developed to identify the range of statistically significant relationships between the learning environment, student’s cognition and learning attainment. To further develop the model, a number of modification indices of the AMOS program were employed and then the revised model was tested. The goodness of fit indices for the re-specified model provided evidence for an adequate fit to the data. It was concluded that qualities of classroom learning, including metacognitive orientation, student-teacher relationships and conditions for studying, will have both indirect and direct effects on student’s cognition and participation and enhance student’s learning.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">75-86</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sinikka  Pöllänen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Petteri  Vanninen</style></author><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">forest perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">relationship with forest</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939900</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In a country like Finland, there has been intensive discussion on the use of forests. Forest has a special meaning for Finnish people and also a significant role in comprehensive education. Teacher education should also focus on forest’s role in students’ life. This study describes one approach which could include forest issues in teacher education. Teacher students’ (N=117) perceptions of forest and their relationship to it is discussed in the context of this course. The data has been collected by a questionnaire which the students filled in partly before and partly after their visit to the forest. They were asked to explain their relationship to forest and how they view its use in their future life and teaching profession. For most of them, forest is important. The main reasons for students to visit forests were to seek tranquility and recreation, physical exercise, and to collect berries and mushrooms. In their future profession, they said that they would generally be willing to make different kinds of trips to forests, and be there in order to learn everyday living skills as well as values.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">72-83</style></section></record></records></xml>