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Cognitive authorities in health education classrooms: A nexus analysis on group-based learning tasks
Socio-technical changes have transformed information practices and challenged conceptions of cognitive authorities, referring to information sources that are deemed credible and legitimate and influence people's thinking. Cognitive authorities in group-based knowledge-construction projects in health education lessons were explored in this study. Nexus analysis was used to analyze participant interviews and video-observed social actions in three secondary school health-education classrooms (Grades 8–9) in Finland. The findings show how group-based projects employing multiple information sources offer opportunities for the distribution and co-construction of cognitive authorities. However, explicit negotiations on the authority of sources were rare. Cognitive authorities appeared as contextual and situational but also guided by broader discourses circulating in the scene of action. By embedding information literacy instruction throughout the curriculum, information professionals and teachers can support young learners to recognize relevant authorities in different spheres of knowledge and to become competent users of health information. 相似文献
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Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and counsellors. However, a confusion of roles in the work of SEN teachers seems evident. The changing work of SEN teachers has not been of great research interest in Finland. The focus has been mainly on SEN teachers at the secondary school level (Kivirauma and Kuorelahti, 2002; Ström, 1999). The work of vocational SEN teachers has been studied by Kaikkonen, 2010 and Hirvonen, 2006. SEN teachers comprise two groups in the field: one group supports vocational subjects and the other group supports general subjects. The aim of this study is to determine how SEN teachers of general subjects define the objectives of their work and how they organise pedagogical support. Ten SEN teachers in vocational colleges were interviewed. A qualitative analysis was performed. The main findings showed, on the one hand, an autonomous position and, on the other, a work model that can be described as a ‘traditional special needs education model’. However, the findings showed that the autonomous role was contradictory. SEN teachers did not emphasise the connection with the VET community or college‐based guidelines and directions. Moreover, although the consultative role exists, the findings showed that it is not a regular part of the work of SEN teachers. 相似文献
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Clem Anna-Leena Rudasill Kathleen M. Hirvonen Riikka Aunola Kaisa Kiuru Noona 《European Journal of Psychology of Education - EJPE》2021,36(2):263-286
This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.
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Risto Leinonen Mervi A. Asikainen Pekka E. Hirvonen 《Research in Science Education》2012,42(6):1165-1182
This study focuses on second-year university students?? explanations and reasoning related to adiabatic compression of an ideal gas. The phenomenon was new to the students, but it was one which they should have been capable of explaining using their previous upper secondary school knowledge. The students?? explanations and reasoning were investigated with the aid of paper and pencil tests (n?=?86) and semi-structured interviews (n?=?5) at the start of a thermal physics course at the University of Eastern Finland. The paper and pencil test revealed that the students had difficulties in applying content taught during earlier education in a new context: only a few of them were able to produce a correct explanation for the phenomenon. A majority of the students used either explanations with invalid but physically correct models, such as the ideal gas law or a microscopic model, or erroneous dependencies between quantities. The results also indicated that students had problems in seeing deficiencies or inconsistencies in their reasoning, in both test and interview situations. We suggest in our conclusion that the contents of upper secondary school thermal physics courses should be carefully examined to locate the best emphases for different laws, principles, concepts, and models. In particular, the limitations of models should be made explicit in teaching and students should be guided towards critical scientific thinking, including metaconceptual awareness. 相似文献
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Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
7.
Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators 
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下载免费PDF全文 Jaana Viljaranta Kaisa Aunola Sari Mullola Johanna Virkkala Riikka Hirvonen Eija Pakarinen Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. 相似文献
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Maija Hirvonen 《Journal of Research in Special Educational Needs》2011,11(2):141-148
This paper describes the development of education of students with special needs in vocational education. The paper is based on a case study research conducted in 2001–2005 in Jyväskylä Municipal Federation of Vocational Education in Central Finland. The study consisted of two parts: firstly of the historical analysis of special educational stages, and secondly of the contemporary analysis of special educational challenges in the research target. The Developmental Work Research model was used in attempting to get a systemic view of different factors affecting a special educational entity. The study showed the importance of a holistic view. The special educational system in the research target seems to be strongly linked to the general structure of vocational education, its goals, learning principles, legislation and personnel structure. The development of vocational special education in Jyväskylä followed the strongly regulated national guidelines set for vocational special education until the end of the 1990s. At that time new legislation, structural reforms and the change from norm‐based towards an autonomous information‐based self‐government opened doors for new special educational implementation. From the perspective of teachers specialized in special educational needs (SEN‐teachers) a clear change can be seen from an autonomous, defined work towards a loss of an expertise position. However, the strong linkage between general and special education in vocational education offers possibilities for inclusive education. In order to face the new challenges, the work of SEN‐teachers has to be redefined to clearly broaden the perspective from teaching towards new expertise in each educational establishment. 相似文献
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The aim of this study was to discover physics student teachers' objectives forpractical work in teaching physics. The subjects of the study were physics studentteachers participating in a course titled Experimental school physics. The theoreticalbackground of the course was based on a quite unique perceptional approach, and theresults indicate that after attending the course student teachers found that the practicalwork which they had done was very useful. In particular, they felt that practical workcan foster both an understanding of the content of physics and also the actual processof learning it. 相似文献
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Isto Huvila Heidi Enwald Kristina Eriksson-Backa Noora Hirvonen Hai Nguyen Isabella Scandurra 《Information processing & management》2018,54(3):394-407
In spite of the general interest in health information behaviour, there is little earlier research on how older adults, who are still active in working life but approaching retirement, differ from other age groups. A survey with Swedish patients who had ordered and read their medical record was conducted to map the preferences and motivations of older adults (born 1946–1960) ordering a copy of their medical record, and using medical records based e-health and information services in the future. The results do not indicate an obvious linear relationship between age and motivation to use online health information but show several differences between the age groups. Older adults were less interested in communication with their medical doctor by e-mail. Yet, they had searched health information in the Internet during the last week more likely than young. They were more inclined to read medical record to get an overview of their health than young, but less confident that they understood most of the content or turn to their family and friends to seek help than the elderly. When compared to younger adults and elderly people, older adults are the least confident and least motivated to use online health information. It is suggested that older adulthood can be seen as a transitory stage of life when the need of health information increases and engagement with health changes. The results agree with prior research on the potential usefulness of (online) medical records as a way to inform citizens. However, specific provision strategies may be necessary to match the needs and motivations of different age groups. 相似文献