Search results for "stil"
showing 10 items of 1452 documents
Towards dialogic teaching in science : challenging classroom realities through teacher education
2013
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
Dialogioppiminen pienryhmässä : opettajaksi opiskelevien harjoitteluprosessi terveydenhuollon opettajankoulutuksessa
2000
The use of different style variants and style shifting and their functions in the speech of an EFL teacher
2008
Itsesäätely ja toiminnanohjaus oppimistilanteissa : itsesäätelyn minäpystyvyys ja taitojen kehittäminen alakoululaisilla
2020
Viime vuosina kouluihin on istutettu voimallisesti ajatusta siitä, että koulun tehtävä on ohjata oppilaita itseohjautuvuuteen ja vastuun ottamiseen oppimisesta. Itseohjautuvuuden tulee olla yksi kasvatuksen keskeisistä tavoitteista. Ja kuten Perusopetuksen opetussuunnitelman perusteissa (Opetushallitus, 2014, 14–17) mainitaan, perusopetuksen tärkeä tavoite on luoda pohja sivistykselle ja ”sivistykseen kuuluu myös pyrkimys itsesäätelyyn ja vastuunottoon omasta kehittymisestä ja hyvinvoinnista”. Lisäksi ”oppimisprosessistaan tietoinen ja vastuullinen oppilas oppii toimimaan yhä itseohjautuvammin”. peerReviewed
Book review: Researching classroom interaction : a student guide by Christopher J. Jenks, Abingdon, Oxon; New York, NY, Routledge, 2020, 196 pp., $ 4…
2020
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…
Conversational joking in the classroom
2011
Enabling Settings for Learning : Observations Related to Design Communication
2020
The paper draws on two cases of learning settings that were converted to meet up-to-date educational requirements within these learning contexts. The authors address the role of stakeholder perspectives. Focusing on the learning situation, they present an articulation tool to aid dialogue between key stakeholder perspectives in a (re)design process. Dialogue is a way to figure out relevant issues and to establish the common ground between participants. The goal of a redesign process is that user requirements are well understood, and the design is embedded into local practices, informed of constraints and aware of potential opportunities regarding educational technology. peerReviewed