0000000000616911
AUTHOR
Minna Lakkala
Designing Classroom Practices for Teaching Online Inquiry : Experiences from the Field
Students face several challenges when asked to locate relevant and credible information from the internet. This article introduces three principles for designing online inquiry lessons and documents what we learned from five language arts teachers from Finland who implemented and provided feedback on a learning unit framed in those design principles. Teachers implemented a researcher-designed online inquiry unit in nine upper secondary school classrooms. The unit included four 75-minute lessons sequenced to support the location, evaluation, and synthesis of information students encountered in an online inquiry task. Teachers’ diaries revealed their impressions of the unit, problems encounte…
Pre- and In-Service Teachers’ Teamwork Behaviour in Integrated Teacher Training
Teamwork and collaboration skills are regarded as essential proficiencies in the current worlds of work, study and everyday life. A relevant question is whether and how pre-service teachers have opportunities to begin acquiring professional collaboration skills during their studies. In the current study, Finnish pre- and in-service teachers participating in a joint training programme were engaged in reflection tasks to evaluate their teamwork behaviour during a challenging pedagogical design task in mixed teams. The aim of this study was to examine how pre- and in-service teachers perceived their teamwork practices while performing authentic training activities together. The participants re…
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
AbstractSourcing - identifying, evaluating, and using information about the sources of information - assists readers in determining what to trust when seeking information on the Internet. To survive in the post-truth era, students should be equipped with sufficient sourcing skills. This study investigated the efficacy of a teacher-led intervention aimed at fostering upper secondary school students’ (N = 365) sourcing during online inquiry. The intervention (4 × 75 min) was structured in accordance with the phases of online inquiry: locating, evaluating, synthesizing, and communicating information. During the intervention, teachers demonstrated why and how to source, and students practiced s…