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Anu Liljeström Jorma Enkenberg Sinikka Pöllänen 《Cultural Studies of Science Education》2013,8(1):51-86
This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students’ knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole. 相似文献
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The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergent strategies and verbal conceptualizations where negotiation did not lead to the construction of a shared understanding. In summary, the study demonstrates the power of microlevel process analyses in revealing the interpersonal dynamics of collaborative reasoning and shows how those dynamics mediate the learning opportunities in peer interactive dyads. 相似文献
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Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities. 相似文献
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Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
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Sinikka Pöllänen 《The International Journal of Art & Design Education》2009,28(3):249-260
Craft education in Finland is, in many aspects, in a state of change. This concerns the independent position of craft as a school subject, the content of the compulsory craft courses containing textiles and technical work, the implementation of the new concept of a holistic craft process in the National Core Curriculum and so on. This bears relevance to the question of how craft should be taught at school. This article explores the ways in which teachers can strengthen the relevance and meaningfulness of craft education at school. Teachers are challenged to provide more authentic instructional contexts and activities beyond the traditional curriculum in order to address successful living in today's society. One solution is to contextualise this teaching with the help of pedagogical models that realise the concept of holistic craft. The pedagogical models discussed in this article are based on curriculum publications, materials in print and research by other scholars. 相似文献
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Milla Syrjänen Airi Hautamäki Natalia Pleshkova Sinikka Maliniemi 《Emotional and Behavioural Difficulties》2019,24(2):156-166
This study aimed to explore the self-protective strategies of six parents with ADHD and the sensitivity they displayed in dyadic interaction with their under 3-years-old children. The parents were interviewed using the Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The study showed a variation of the parents’ self-protective strategies and sensitivity. The more complex the parent’s self-protective strategy was, the less sensitive was the interaction. Some parents’ need for self-protection compromised their ability to protect their child and decreased their sensitivity. All parents displayed indications of unresolved traumas, which also impaired their sensitivity to the signals of their child and ability to engage in mutual regulation of arousal and emotion with their child. Attachment-oriented family psychological assessment, including assessments of the self-protective strategies of each family member would make possible to design a treatment adapted to the unique family needs, also in order to alleviate early risk. 相似文献
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Sinikka Hannele Pllnen 《The International Journal of Art & Design Education》2020,39(1):255-270
In Finland, the National Core Curriculum for basic education from 2014 discusses holistic and multi‐material craft, which includes technical work and textile work aiming to break down the gender‐based tradition in craft education. However, teachers have been confused about the concept of multi‐materiality; it has raised tension between textile work and technical work, and teachers have not found practical pedagogical solutions for teaching these subjects. In this systematic literature review, the main aim is to open the concept of multi‐materiality and give examples to implement multi‐materiality in craft during basic education. Twenty articles dealing with craft, multi‐materiality, material or materialisation formed the basis of the analysis. According to the results, the concept of multi‐materiality is open, it does not define the means by which the design and making process is supposed to be implemented or who is the actor. However, the clear impetus is non‐gender‐based and material‐free knowledge‐building and learning activities in craft education. The pedagogical examples presented in this article indicate that multi‐materiality is not an end itself. In advancing creativity, critical thinking, discovering and understanding of the technological and cultural world through multi‐materiality, student learning can have different starting points and can be implemented in diverse ways. 相似文献