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1.
Juuso Henrik Nieminen Laura Tuohilampi 《Assessment & Evaluation in Higher Education》2020,45(7):1031-1045
AbstractPromoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education. 相似文献
2.
Pipsa Nieminen 《Sport, Education and Society》2013,18(2):221-234
Abstract The study was designed to determine how individuals become socialised into folk, competitive ballroom, ballet and modern dance through an investigation of background variables, the influence of significant others and the participation profiles of dancers, and the identification of those socialization and involvement variables that best discriminate among different groups of dancers. The subjects were 308 adolescent and adult dancers of at least 16 years of age who had pursued their main dance form for a minimum of three years. The data were collected by questionnaire, supplemented with some additional data gathered through personal interviews. Differences between the four dance groups were analysed using t‐test, Chi Square analyses, analyses of variance, Scheffe's multiple‐range test and discriminant analysis. Most subjects were from the middle or upper socio‐economic classes. Most art dancers were women while social dancers displayed a more even distribution of sexes. Ballet dancers were youngest and ballroom dancers oldest when they started dancing. Mother's influence was significant among those who had started dancing at a young age while a friend of the same sex was influential among all respondents regardless of the age at which they had taken up dancing. Among men the influence of a friend of the opposite sex was also significant. The involvement of other family members in dance correlated most strongly with folk dancing, least strongly with modern dance. The dance teacher or coach was perceived as the most encouraging person in every dance form. The most wide‐ranging past and present dance activities were found among modern dancers. The variables which best discriminated between dance forms were starting age, the variety of present dance activities and the intensity of practising one's main dance form. Such differences in socialisation into different dance forms should be taken into account when developing dance and dance teacher education curricula, teaching dance and planning recreational dance activities. 相似文献
3.
Antti Savinainen Asko Mäkynen Pasi Nieminen Jouni Viiri 《Research in Science Education》2017,47(1):119-135
This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton’s third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool—an interaction diagram (ID)—highlighting interactions between objects and addressing the learning demand related to N3 law. This approach had been successful in enhancing students’ understanding of N3 law in pilot studies conducted by teacher-researchers. However, it was unclear whether teachers, who have neither been involved with the research nor received intensive tutoring, could replicate the positive results in ordinary school settings. To address this question, we present an empirical study conducted in 10 Finnish upper secondary schools with students (n?=?261, aged 16) taking their mandatory physics course. The study design involved three groups: the heavy ID group (the TLS with seven to eight exercises on IDs), the light ID group (two to three exercises on IDs) and the no ID group (no exercises on IDs). The heavy and light ID groups answered eight ID questions, and all the students answered four questions on N3 law after teaching the force concept. The findings clearly suggest that systematic use of the IDs in teaching the force concept significantly fostered students’ understanding of N3 law even with teachers who have no intensive tutoring or research background. 相似文献
4.
Higher education, especially that leading to a degree from a high-prestige university, is strongly related to social status and employment opportunities in East Asian countries. This is a consequence of both traditional Confucian attitudes to education and the social and economic changes accompanying industrialisation. Since the number of places available at high-prestige universities is limited, competition is intense. Successful entry to such a university is not only an important achievement for the future career of the student, but also a victory for the family. In contrast, failure to do so is often seen as shameful for the family, sometimes resulting in psychological problems or suicide. This background affects the international education of East Asian students, who often have a high level of family support, with correspondingly high expectations of their success. Motives for international study vary, from avoidance of the hyper-competitive domestic system, pursuit of an overseas degree as an ‘easy option’ of moderate prestige, to an expectation of more up-to-date teaching and content. Understanding this background can be a first step for Australian or other Western educators to better meet the needs of East Asian international students and to attract students from East Asia in the long term. 相似文献
5.
This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional
strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies,
and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used
for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and
helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students.
Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects
for investigations of students’ learning. 相似文献
6.
On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education. 相似文献
7.
We apply the knowledge discovery process to the mapping of current topics in a particular field of science. We are interested in how articles form clusters and what are the contents of the found clusters. A framework involving web scraping, keyword extraction, dimensionality reduction and clustering using the diffusion map algorithm is presented. We use publicly available information about articles in high-impact journals. The method should be of use to practitioners or scientists who want to overview recent research in a field of science. As a case study, we map the topics in data mining literature in the year 2011. 相似文献
8.
Annamari?Heikkil?Email author Kirsti?Lonka Juha?Nieminen Markku?Niemivirta 《Higher Education》2012,64(4):455-471
Current theories of learning emphasize the role of motivational and affective aspects in university student learning. The aim of the present study was to examine the interrelations among approaches to learning, self-regulated learning, and cognitive strategies in the context of teacher education. Cognitive-motivational profiles were identified among novice teacher students. It was also looked at, whether well-being, epistemological beliefs, and study success in an activating lecture course were related to these profiles. The participants were 213 first year teacher students, who participated in an activating lecture course at a major Finnish university. The students filled in a questionnaire including items based on the MED NORD instrument (Lonka et al. in Med Teach 30:72–79, 2008). The structural validity of the scales was tested by means of a series of factor analyses. Latent class clustering was used for clustering students into homogeneous groups. Finally, a series of ANOVAs was conducted to examine between-group differences across the criterion variables. Three groups of students were identified (1) non-regulating students (50%), (2) self-directed students (28%), and (3) non-reflective students (22%). Non-regulating students expressed the highest levels of stress, exhaustion, and Lack of Interest. Self-directed students received the highest grades. The profiles were not only related to study success, but also to the general well-being of the students. It was concluded that motivational profiles may have not been optimal, even in this highly-selected population. It is of interest to see, how these students shall develop during their studies. 相似文献
9.
Martina Paatela‐Nieminen Tuija Itkonen Mirja‐Tytti Talib 《The International Journal of Art & Design Education》2016,35(2):229-242
This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art method that provided them the means to study their place open‐endedly as a space of plural cultural meanings. Applying the results from their intertextual process, they reconstructed their place artistically. The end product was a personal work of art that included traces of their chosen places, and created a new meaning for it. The outcome is a visual space of compacted meanings from different places. Places contain history and memories important to identity construction. The results show that the intertextual reading extends the students’ concept of place as a space for relational and plural cultural meanings. Foucault's concept of heterotopia, as it applies to otherness of places and spaces, was used alongside the intertextual art method. 相似文献
10.
Marjo Nieminen 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):236-251
This article concentrates on visual sources relating to secondary education, and asks how a collection of photographs can be understood and interpreted as part of the institutional and collective memory of one Finnish girls’ school. The photographs were published in the anniversary books of the school. They construct an entirety, where public memories are interwoven with individual and private reminiscences. The article examines how the traditions of jubilee books and the institutional setting of the school establish the boundaries for the visual narratives of the collection and how the self-image and identity of the school and its gendered nature are visualised in the corpus. The long period (1882–2007) opens up possibilities for studying how the changes in the Finnish education system and the alteration of the girls’ school to a co-educational school are presented in the photographs, and how these photographs create the imagery of gender, class, equality and co-education. 相似文献