https://repositorio.uchile.cl/handle/2250/172747 Fri, 08 May 2026 09:23:26 GMT 2026-05-08T09:23:26Z https://repositorio.uchile.cl/handle/2250/185781 Upper secondary students’ situational interest in physics learning in Finland and Chile Lavonen, Jari; Ávalos, Beatrice; Upadyaya, Katja; Araneda, Sebastián; Juuti, Kalle; Cumsille, Patricio; Inkinen, Janna; Salmela-Aro, Katariina 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 interest and ongoing classroom activities were obtained using the experience sampling method, with measurements taken three times during a lesson. The process yielded a total of 1717 measurements in the Finnish schools and 1767 in the Chilean schools. Multilevel regression analyses with mixed effects and random intercept were conducted. Results showed a positive effect of scientific practices that required asking questions, designing scientific inquiry and interpreting data on situational interest. Student collaborative situations were more interesting for Chilean students than for Finnish ones. In terms of gender differences, on average, Finnish male and female students experienced the same level of situational interest, while the situational interest of Chilean female students was higher than the average of male students. Personal interest in science studies and careers was the best predictor of situational interest in both countries. Fri, 01 Jan 2021 00:00:00 GMT https://repositorio.uchile.cl/handle/2250/185781 2021-01-01T00:00:00Z https://repositorio.uchile.cl/handle/2250/178862 Momentarytask-valuesand expectations predict engagement in science among Finnish and Chilean secondary school students Salmela-Aro, Katariina; Upadyaya, Katja; Cumsille, Patricio; Lavonen, Jari; Ávalos Davidson, Beatrice; Eccles, Jacquelynne 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 operationalised as energy (give up), dedication (grit) and absorption (flow) components of engagement. Finnish (N = 5891 beeps, 307 students) and Chilean (N = 1931 beeps, 157 students) secondary school students participated in the study using Experience Sampling Method via smartphones. When signalled, students responded to questions via smartphones concerning their momentary task values, expectations, costs and components of engagement in the current activity. The research questions were analysed with multilevel path modelling. The results showed that, for both samples task-values, expectations and costs were related to energy, dedication and absorption components of engagement in science classes. High momentary task-values were positively associated with momentary flow and grit; high momentary expectations were positively associated with high grit and low giving up in both samples; and high momentary challenge showed as increases in feelings of giving up. Wed, 01 Jan 2020 00:00:00 GMT https://repositorio.uchile.cl/handle/2250/178862 2020-01-01T00:00:00Z https://repositorio.uchile.cl/handle/2250/173826 ECEC teachers' paradoxical views on the new Chilean System for Teacher Professional Development Pardo, Marcela; Adlerstein, Cynthia This article presents the main findings of a mixed-method study that explored ECEC teachers' views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we gathered data from individual and group interviews and an online survey conducted with 268 ECEC teachers. Drawn from both a priori and emergent categories, our findings reveal that participants held four paradoxical views on the new System: salary justice versus monetizing of the profession; professional teaching recognition versus counter-pedagogical identity, rigorous evaluation versus inappropiate evaluation instruments, and palpable individual career advancement versus doubtful field development. These paradoxes show that ECEC teachers have a positive global view of the new STPD, despite their perception of its individualistic and counter-ECEC pedagogical nature, suggesting a claim for their right to professional development and decent working conditions, as well as a criticism of the STPD's neoliberal foundation. Wed, 01 Jan 2020 00:00:00 GMT https://repositorio.uchile.cl/handle/2250/173826 2020-01-01T00:00:00Z https://repositorio.uchile.cl/handle/2250/172748 Blurred lines: producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile Darragh, Lisa; Valoyes Chávez, Luz Are students with special educational needs excluded from the reform promise of Bmathematics for all^? This paper explores the discursive production of students with special educational needs in the context of professional development (PD) for collaborative problemsolving teaching. We held interviews with Chilean primary school teachers after their participation in PD and used a post-structural analysis to examine them. We turned to policy and institutional practices to understand the disability discourses that were evident. Teachers called on medical and deficit discourses to produce these students as abnormal and problematic in their learning of mathematics. Yet teachers also blurred the lines of categorisation between and within labels of special needs, including other students in these terms. Simultaneously, the reform PD created space for a counter discourse of ability.We suggest PD should help teachers of mathematics resist deficit discourses and see the ways in which experience may run contrary to them. Tue, 01 Jan 2019 00:00:00 GMT https://repositorio.uchile.cl/handle/2250/172748 2019-01-01T00:00:00Z