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1.
Jari Kangas Elisa Rantanen Lauri Kettunen 《European Journal of Engineering Education》2017,42(6):668-683
Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ‘safe community’ to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success. 相似文献
2.
Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献
3.
Marjaana Kangas 《Learning Environments Research》2010,13(3):205-223
This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers
how their notions should be valued in the development of schools to better respond to the challenges of the future. The school
children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study.
Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on
their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute
to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation,
and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed
that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects
that would enhance their ability to learn and their satisfaction with schooling. 相似文献
4.
Suvi Lakkala Tuija A. Turunen Hennariikka Kangas Marja Pulju Ulla Kuukasjärvi Hanna Autti 《师资教育杂志》2017,43(4):414-426
This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as tensions and dilemmas, are brought together. Inter-professional skills, which are already practised in university, may enable professionals to work in inter-professional contexts during their careers. In this case study, the participants (three student-teachers, two social work students and four supervisors) reflected on their shared experience of participating in a shared practicum at a primary school. The data-set comprises two group interviews conducted separately with the students and supervisors following the practicum. The results indicate that it is possible to develop inter-professional competencies during one’s university studies and that this has the potential to promote students’ reflective skills as they reframe their expertise and the expertise in other professions. 相似文献
5.
Varpu Mehto Sini Riikonen Kai Hakkarainen Kaiju Kangas Pirita Seitamaa-Hakkarainen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1246-1261
In this study, we examined maker-centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio-epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non-human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials. 相似文献
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7.
Petra Tjurin Maisa Niemelä Maarit Kangas Henri Vähä-Ypyä Harri Sievänen Timo Jämsä 《Measurement in physical education and exercise science》2013,17(3):249-257
ABSTRACTThe purpose of this study was to describe the accelerometry-based characteristics of overall sedentary behavior (SB) and sitting among adults under free-living conditions. Thirty-six (mean age 47.6 years) volunteers carried a waist-worn accelerometer for ≥4 days with data ≥600 min/d during 14 consecutive days. A machine learning (ML) based method was used to classify the patterns of SB and sitting from raw 3D acceleration. The participants spent most (69.3%) of their waking time in SB, and a half (52.2%) of the SB was performed in a sitting posture. Men broke their overall sedentary time less often (4.1 vs. 6.1 bouts/h), but women sat more; however, women broke their sitting time as often as men (7.6 bouts/h). This study confirms that SB and sitting can be distinguished using ML methods, and more information about SB can be achieved when overall SB and sitting are analyzed separately in free-living conditions. 相似文献
8.
The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference. 相似文献
9.
Justus J. Randolph Marjaana Kangas Heli Ruokamo Pirkko Hyvönen 《Interactive Learning Environments》2016,24(3):409-422
The purpose of this quasi-experimental study was to determine the degree that creative and playful learning (CPL) in a technology-enriched playground influences academic achievement of students and what factors are responsible for successes. The participants were 276 students from 12 elementary classrooms in the Netherlands and Finland. The research used a pretest–posttest, without control design. The dependent variable was academic achievement on teacher-created tests; the independent variable was participation in the intervention; and the control variables were pretest scores, gender, academic subjects previously studied, age, satisfaction with schooling, country of the school, and classroom within the school. The results showed that there were significant gains in academic achievement and that the pretest was the only significant predictor of posttest achievement. Other variables, including gender, academic subjects studied, age, satisfaction with schooling, country of school, and classroom, were not statistically significant predictors of posttest scores. While students’ academic achievements are only one measure of progress in the current debate about learning in the education system, this article provides insight on education through analyses of the relationships among the integration of curriculum-based learning, CPL practices, and outdoor playgrounds. 相似文献
10.
The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher’s role/activities regarding the use of games in education. The data collection method was based on the systematic literature review models. The data consisted of 35 articles that were coded by using interpretive approach. The results indicate that the teacher’s role was pedagogically active in 21 articles. The teacher’s pedagogical activities became evident in various game-based learning processes: in planning, in orientation, during the gaming, and after the game-play sessions. 相似文献