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Jaakko Lamminpää Veli-Matti Vesterinen 《International Journal of Science Education》2018,40(14):1718-1735
Studies show that teachers and students use humour when communicating with each other in a science education context. This study investigates the use of humour during a collaborative inquiry laboratory task on an undergraduate chemistry course and an undergraduate physics course. Seven groups of students working on a collaborative inquiry task were recorded on video. The videos were analysed utilising an analytical framework based on conversation analysis. During the tasks, humour was used in a dynamic way and the role of humour changed as the inquiry progressed. As expected, humour was used to create a group identity and to regulate negative emotions such as anxiety, frustration, uncertainty, boredom and disappointment. Humour also had an integral role in collaborative decision-making, for example in proposing and evaluating new ideas. Awareness of how humour can contribute to the regulation of emotions and collaborative decision-making might help students and teachers to better utilise humour in inquiry and learning. 相似文献
2.
Kaisu H. Pitkälä Harriet Finne-Soveri Susanna Immonen Tuuli Lehti Ida Tiilikainen Teppo Vesterinen 《Educational gerontology》2018,44(4):276-287
This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students.
This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning. 相似文献
3.
Anneli Sarja Sirpa Janhonen Pirjo Havukainen Anne Vesterinen 《Teaching in Higher Education》2018,23(3):343-359
This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students’ conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships. 相似文献
4.
Yonghong Wang Wenkang Gao Shuai Wang Tao Song Zhengyu Gong Dongsheng Ji Lili Wang Zirui Liu Guiqian Tang Yanfeng Huo Shili Tian Jiayun Li Mingge Li Yuan Yang Biwu Chu Tuukka Petj Veli-Matti Kerminen Hong He Jiming Hao Markku Kulmala Yuesi Wang Yuanhang Zhang 《国家科学评论(英文版)》2020,7(8):1331
Although much attention has been paid to investigating and controlling air pollution in China, the trends of air-pollutant concentrations on a national scale have remained unclear. Here, we quantitatively investigated the variation of air pollutants in China using long-term comprehensive data sets from 2013 to 2017, during which Chinese government made major efforts to reduce anthropogenic emission in polluted regions. Our results show a significant decreasing trend in the PM2.5 concentration in heavily polluted regions of eastern China, with an annual decrease of ∼7% compared with measurements in 2013. The measured decreased concentrations of SO2, NO2 and CO (a proxy for anthropogenic volatile organic compounds) could explain a large fraction of the decreased PM2.5 concentrations in different regions. As a consequence, the heavily polluted days decreased significantly in corresponding regions. Concentrations of organic aerosol, nitrate, sulfate, ammonium and chloride measured in urban Beijing revealed a remarkable reduction from 2013 to 2017, connecting the decreases in aerosol precursors with corresponding chemical components closely. However, surface-ozone concentrations showed increasing trends in most urban stations from 2013 to 2017, which indicates stronger photochemical pollution. The boundary-layer height in capital cities of eastern China showed no significant trends over the Beijing–Tianjin–Hebei, Yangtze River Delta and Pearl River Delta regions from 2013 to 2017, which confirmed the reduction in anthropogenic emissions. Our results demonstrated that the Chinese government was successful in the reduction of particulate matter in urban areas from 2013 to 2017, although the ozone concentration has increased significantly, suggesting a more complex mechanism of improving Chinese air quality in the future. 相似文献
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Jarkko Mylläri Heikki Kynäslahti Olli Vesterinen Sanna Vahtivuori-Hänninen Lasse Lipponen Seppo Tella 《Scandinavian Journal of Educational Research》2013,57(5):537-550
This article discusses students' pedagogical thinking in situations where the use of information and communication technologies (ICTs) has a (well-defined) pedagogical role and rationale. By analysing students' pedagogical thinking in this setting, it is also possible to better understand their motivations and self-regulation. Pedagogical thinking as viewed from the student's angle is a new area of educational research. Our research method is a combination of the Stimulated Recall interview and the semi-structured theme interview. In addition, some background data were gathered by questionnaire to discern students' different uses of ICTs and their contexts. The findings suggest how the educational use of ICTs is considered to be meaningful and motivating by both genders and among all the interviewed age groups, in spite of the fact that an acute and vocal critique seems to develop among older students. The differences reside in students' reasoning regarding decision making in task operations between genders, which was one of the background variables—girls actively include identity and opinion, while boys emphasize the quality of performance as motives for decisions. 相似文献
7.
Ville Vesterinen Jussi Mikkola Ari Nummela Esa Hynynen Keijo Häkkinen 《Journal of sports sciences》2013,31(10):1069-1077
Abstract The aim of this study was to assess fatigue during a simulated cross-country skiing sprint competition based on skating technique. Sixteen male skiers performed a 30-m maximal skiing speed test and four 850-m heats with roller skies on a tartan track, separated by 20 min recovery between heats. Physiological variables (heart rate, blood lactate concentration, oxygen consumption), skiing velocity, and electromyography (EMG) were recorded at the beginning of the heats and at the end of each 200-m lap during the heats. Maximal skiing velocity and EMG were measured in the speed test before the simulation. No differences were observed in skiing velocity, EMG or metabolic variables between the heats. The end (820–850 m) velocities and sum-iEMG of the triceps brachii and vastus lateralis in the four heats were significantly lower than the skiing velocity and sum-iEMG in the speed test. A significant correlation was observed between mean oxygen consumption and the change in skiing velocity over the four heats. Each single heat induced considerable neuromuscular fatigue, but recovery between the heats was long enough to prevent accumulation of fatigue. The results suggest that the skiers with a high aerobic power were less fatigued throughout the simulation. 相似文献
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Mikkola J Vesterinen V Taipale R Capostagno B Häkkinen K Nummela A 《Journal of sports sciences》2011,29(13):1359-1371
The purpose of this study was to assess the effects of heavy resistance, explosive resistance, and muscle endurance training on neuromuscular, endurance, and high-intensity running performance in recreational endurance runners. Twenty-seven male runners were divided into one of three groups: heavy resistance, explosive resistance or muscle endurance training. After 6 weeks of preparatory training, the groups underwent an 8-week resistance training programme as a supplement to endurance training. Before and after the 8-week training period, maximal strength (one-repetition maximum), electromyographic activity of the leg extensors, countermovement jump height, maximal speed in the maximal anaerobic running test, maximal endurance performance, maximal oxygen uptake ([V·]O(?max)), and running economy were assessed. Maximal strength improved in the heavy (P = 0.034, effect size ES = 0.38) and explosive resistance training groups (P = 0.003, ES = 0.67) with increases in leg muscle activation (heavy: P = 0.032, ES = 0.38; explosive: P = 0.002, ES = 0.77). Only the heavy resistance training group improved maximal running speed in the maximal anaerobic running test (P = 0.012, ES = 0.52) and jump height (P = 0.006, ES = 0.59). Maximal endurance running performance was improved in all groups (heavy: P = 0.005, ES = 0.56; explosive: P = 0.034, ES = 0.39; muscle endurance: P = 0.001, ES = 0.94), with small though not statistically significant improvements in [V·]O(?max) (heavy: ES = 0.08; explosive: ES = 0.29; muscle endurance: ES = 0.65) and running economy (ES in all groups < 0.08). All three modes of strength training used concurrently with endurance training were effective in improving treadmill running endurance performance. However, both heavy and explosive strength training were beneficial in improving neuromuscular characteristics, and heavy resistance training in particular contributed to improvements in high-intensity running characteristics. Thus, endurance runners should include heavy resistance training in their training programmes to enhance endurance performance, such as improving sprinting ability at the end of a race. 相似文献
10.
The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed. 相似文献