Search results for "luokkatyöskentely"
showing 10 items of 94 documents
Opetusdialogi luokkahuoneessa : opettajan tarjoama tuki, yhteinen tiedonrakennus ja yhteys akateemiseen suoriutumiseen
2019
Heli Muhosen kasvatustieteen väitöskirja ”Educational dialogue in the classroom: Scaffolding, knowledge building and associations with academic performance” (Opetusdialogin laatu on yhteydessä oppimiseen) tarkastettiin Jyväskylän yliopiston Kasvatustieteiden ja psykologian tiedekunnassa 4.5.2018. Vastaväittäjänä toimi professori Kristiina Kumpulainen Helsingin yliopistosta ja kustoksena professori Marja-Kristiina Lerkkanen Jyväskylän yliopistosta. nonPeerReviewed
Matematiikkaa vai suomea? - S2-oppijoiden oma-aloitteiset kysymykset peruskoulun matematiikan oppitunneilla
2014
In recent years, learner-initiated actions have started to attract more and more attention in research on classroom interaction. It has been recognized that by taking the initiative and by actively contributing to the interaction learners take responsibility of their own learning processes. This article focuses on studentinitiated question sequences in a classroom of young adult immigrants studying mathematics in their second language (Finnish). The data consist of 12 videotaped lessons, and the main method of analysis is conversation analysis. The results show that while students are active in asking questions they rarely ask questions that explicitly deal with language. The analysis illus…
Texts and interaction : literacy practices in the EFL classroom
2003
This study investigates literacy practices in the EFL classroom and subscribes to a social view of literacy (Literacy Studies). Accordingly, literacy is understood as a social practice where people talk about and around texts. Literacy in the classroom is embedded in the institutional context of education, which is characterized by specific discursive practices and by certain types of texts. As talk is central in the classroom, the present study pays special attention to the role of interaction in constructing literacy. Literacy practices are established, maintained and contested locally in particular literacy events through the interaction (including with texts) and actions of those partic…
Embodied and affective negotiation over spatial and epistemic group territories among school-children : (Re)producing moral orders in open learning e…
2022
This study investigates how schoolchildren organise their spatial and epistemic ‘territories’ among peer groups to constitute local social and moral orders in open learning environments. Open learning environments, the result of recent school reforms in Finland, challenge the conventional organisation of traditional classrooms. We use a microanalysis of naturally occurring video-recorded interactions to show the interactional dynamics of how children produce epistemic and spatial territories by creating moment-by-moment unfolding participation frameworks and emotional alliances. We suggest that the lack of institutional structures in open learning environments withholds children from the te…
Oppilaslähtöisyyden ja dialogisuuden ilmeneminen matematiikan opetuskeskusteluissa
2021
Tässä tutkimuksessa tarkastellaan, miten oppilaslähtöisyys ja dialogisuus ilmenevät matematiikassa ja miten ne kytkeytyvät toisiinsa erityisesti oppilaiden näkökulmien, ajatusten ja kokemusten huomioimisen kautta. Tutkimuksen aineistoksi valittiin matematiikan aineenopettajaopiskelijoiden pitämiä oppitunteja, joissa havaittiin keskimääräisesti enemmän oppilaslähtöisyyden ja dialogisuuden ilmenemismuotoja. Keskustelunanalyysin keinoin osoitettiin, että oppilaslähtöisyyttä ja dialogisuutta voidaan edistää niin matematiikkaa kuin muitakin aiheita käsittelevissä opetuskeskusteluissa. Esimerkkien avulla pohditaan, miten vallitseva auktoritatiivinen ja oppiainekeskeinen opetusvuorovaikutus on haa…
Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next
2020
Background Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next. Aims (1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (au…
Exploring coherence and authorship in pedagogical link-making in science
2021
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence in this process. In this study, through exploring three cases of teachers teaching the same topic, we will bring forth differences on how links between past and to be learned scientific knowledge are made. We look at how authorship – whether teacher …
Language choice in EFL teaching : student teachers' perceptions
2012
Vieraan kielen opettaja tekee luokkahuoneessa jatkuvasti valintoja luokkahuonekielen suhteen, olivatpa nuo valinnat sitten tietoisia tai tiedostamattomia. Opettaja voi puhua joko kohdekieltä tai oppilaiden äidinkieltä niissä eri vuorovaikutustilanteissa, joita hän oppitunnilla kohtaa. Kielenvalinta vieraan kielen opetuksessa on synnyttänyt paljon keskustelua asiantuntijoiden keskuudessa. Onkin syntynyt kaksi eri ajattelukuntaa: toiset puhuvat äidinkielen käytön puolesta, kun taas toiset kannattavat eksklusiivista kohdekielen käyttöä. Tämä tutkimus keskittyi englannin opetusharjoittelijoiden näkemyksiin äidinkielen ja kohdekielen käytöstä ja siihen, miten he tulkitsevat omia kielivalintojaan…
Towards student-centred pedagogy : action research with Ethiopian village school teachers
2018
This study is an action research that was planned and implemented with 23 Ethiopian Village School teachers. The action of the four year project concentrated on developing new, student-centred teaching methods instead of traditional lecturing and rote learning in one remote school. The overall aim of the study was to follow this process and the teachers’ professional development, and to explore how the practical arrangements, such as material or cultural surroundings, constrain or enable usage of student-centred methods at the school. The theoretical framework of the study consists of theories about professional development, action research, and the theory of practice architectures. The dat…
Conceptual network of teachers' talk : Automatic analysis and quantitative measures
2020
Educational field can take advantage of the improvements of Automatic Speech Recognition (ASR), since we can apply ASR algorithms in non-ideal conditions such as real classrooms. In the context of QuIP project, we used ASR systems to translate audio from teachers’ talk into text to study conceptual networks based on what the teacher says during his/her lecture, particularly the key concepts mentioned and their temporal co-occurrence. In the present study, quantitative metrics are provided, such as centrality measures and PageRank, which can be used to analyse the conceptual networks in a broaden way. With a case-study design, two teachers’ talk are described quantitatively and qualitatively…