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Video oppimisessa ja opetuksessa Näytä tarkat tiedot
https://aoe.fi/api/v1/d...8259975.docx (Avointen oppimateriaalien kirjasto)
https://aoe.fi/api/v1/d...8259983.docx (Avointen oppimateriaalien kirjasto)
https://www.youtube.com/playlist...f_xjxOM1zW_f (Avointen oppimateriaalien kirjasto)
Koulutus on osa Digivisio 2030 -hankkeen digipedagogiikan koulutuksia, joiden tavoitteena on korkeakoulujen opetus- ja tukihenkilöstön osaamisen kehittäminen opin.fi –tarjottimen laadukkaan sisällön tukemiseksi. Koulutus on toteutettu mikro-oppimisen periaatteella eli se koostuu yhdestä tai useammasta jaksosta, joihin liittyy yksi tai useampia tehtäviä. Koulutuksien videot ja podcastit ovat katsottavissa Digivisio 2030 –hankkeen YouTube-kanavalla ja näihin liittyvät tehtävät ladattavissa aoe.fi- palvelusta ko. koulutuksen sivulta. Jaksoja voi käyttää itsenäisen oppimisen tukena tai näihin voi yhdistää korkeakoulun tai korkeakouluverkoston järjestämää ohjausta ja koulutustarjonnan yhteiskehittämistä. Jaksojen hyödyntäminen oman opetuksen kehittämisen tukena on opettajien mielekkääksi kokema oppimisen muoto. Korkeakoulut voivat lokalisoida koulutusten toteutuksia omiin tarpeisiin sopiviksi mm. muokkaamalla työskentelytapoja, sisältöihin liittyviä tehtäviä ja rajaamalla tai lisäämällä koulutuksiin sisältöjä. Eri teemojen jaksoista voi koostaa myös uudenlaisia kokonaisuuksia.
Lukutaito keinona kehitysmaiden yhteiskuntapolitiikassa Näytä tarkat tiedot
www.urn.fi/URN:NBN:fi:ula-201110051171
https://lauda.ulapland.fi/bitstrea...ia_DORIA.pdf (Lapin yliopisto - Lauda)
The aim of my research is to understand and structure the essence and meaning of technology as a part of the subject of general crafts. My research leans on hermeneutics and a constructivist approach. In the research, I dissect technology as a phenomenon of the science of education. My research process comprises the analysis and interpretation of technology as a target for teaching, individuals’ actions, and learning. My research task was to create a construction of the technology of crafts. As a teacher educator, I analyse technology from the point of view of university teaching design and the subject of general crafts. The content of teaching functions as the theoretical framework for my research. I create the foundation of the technology of crafts based on the baselines of the national curriculum for the subject of crafts from 2004. My analysis is focused on categorising the technology-related goals and contents that define the technology of crafts as a way of individuals’ action. The construction is based on the use of technology as the content of crafts. I analyse the content design through my research questions: what is learnt and how. The content structure models the essence of the action of the technology of crafts. Through modelling, I structure the central factors of the technology of crafts and the connections between these factors. The construction aims at understanding learning. It is a solution for what the technology of crafts is from the perspective of teaching design.
A teacher´s perception of a school subject affects a teacher´s teaching and by extension pupils´ learning. The main purpose of this thesis is to describe the variation in the ways class-teachers perceive teaching within science subjects and to illustrate how these teachers choose to work and why they choose as they do. This purpose is operationalized into three central research questions concerning a teacher´s perception of teaching, teachers´ experiences of working methods in the subject and different aspects that are consciously present when the teacher makes his or her choice of working methods. These aspects are viewed from two different perspectives: a subject educational perspective and a teacher perspective. The theoretical background of the study is interdisciplinary. The thesis is a qualitative study where the research approach is phenomenographic. The empirical investigation was made as two separate studies: a semistructured interview study (N = 15) followed by a stimulated recall study (N = 3), a combined interview and video-observation. Results from the empirical investigation indicate that regarding aims for science education teachers wish to awaken or maintain the pupils´ interest in nature and science and that the pupils within the science subjects shall build a base for fundamental general knowledge. As motives for teaching the science subjects teachers view the subjects as a foundation for everyday life, planning and democracy but also for pupils´ further studies and a possible career in the field. The interdisciplinary key competences and the care for the pupils´ well being are aspects that are consciously present when teachers make their choice of working methods. A great variation can be found in the teachers´ perceptions of the science subjects as subjects and of the working methods within these subjects. Teachers describe lack of time on their own part as well as for the pupil´s learning. Results from the empirical investigation also indicate that teachers modestly focus on aims for the teaching and communication regarding these aims. There seems to be an existing need for increased and qualitatively improved inservice education within these subjects.
This is a study about language and learning aspects in the interaction between pupils and teachers in classrooms, where the majority of the pupils are bilingual. The aim of the dissertation is to develop the understanding of interactional learning possibilities and constraints in relation to a bilingual context. Language related learning is used as an overall conception which covers learning related to classroom discourse, language and subject. The empirical study has been made in a Swedish speaking school in a strongly Finnish dominated environment in the south of Finland. In the material, mainly consisting of video recorded lessons in forms one to three, the interaction between the pupils and the teachers is analysed. Building on a social constructionist perspective, where learning is regarded as a social phenomenon, situated and visible in changing participation, sequences where pupils or teachers make the language relevant are emphasised. The sequences are analysed in line with the conversation analytic (CA) approach. A fundamental result is an understanding of a monolingual classroom discourse, jointly constructed by teachers and pupils and visible in the pupils' interactionally problematized code-switching. This means that the pupils are not victims of a top-driven language policy; they are active co-constructors of the monolingual discourse. Through different repair initiations the pupils are doing interactional work in positioning themselves correctly in the monolingual discourse, which they simultaneously maintain. This work has a price in relation to time, knowledge and exactness. The pupils' problematized code-switching is often directly and shortly repaired by the teachers. This kind of repair promotes the pupils' participation and is not, as opposed to the results of research in everyday talk, dispreferred in pupil-teacher talk. When the pupils use the possibility to, in a comparatively easy way, participate and thus express their knowledge through codeswitching, and simultaneously talk a monolingual discourse into being, the teacher can, through direct repair, show an understanding in regard to the content, facilitate language learning and simultaneously confirm the pupils as competent speakers and bilingual individuals. Furthermore, significant results show that the monolingual norm has a function of a contrasting background which gives the pupils and the teachers a possibility to use language alternation as a functional and meaningful activity. The pupils use codeswitching as a way of protesting or expressing non-participation in the classroom talk. By making the pupils' bilingualism relevant, the teachers express understanding and empathy and encourage the pupils' participation in the classroom talk. Bilingualism is a nonpreferred, but functioning, resource in the interaction between pupils and teachers.
This study addresses the role of EFL education, its potential and shortcomings, and the challenges the future of EFL education will bring. It is argued that new societal demands and the limited time we have at our disposal in the classroom make it necessary to rethink goals and content and move away from the transmissionof limited sets of facts and information to helping students develop awareness and competences that can be applied in many different situations, also in a perspective of lifelong learning. The overall aim of the current study is to problematize and increase understanding of the implementation of cultural aspects in the language classroom by addressing the interrelated what, why and how of the cultural dimension within EFL education. This has been conducted by means of theoretical explorations into the area, alongside an attempt at promoting intercultural competence (IC) in a more systematic and insightful manner within my own educational praxis. The focus of the intercultural work in the classroom was on the promotion of awareness of difference and diversity, as well as respect for such difference through the ability to decenter from cultural norms and behavior that previously have been taken for granted. These are two elements that have been suggested as fundamental for other work with IC in the classroom and for the realization of important aspects of the underlying values of basic education. In the context of this study, IC comprises several interconnected components supportingeach other in a variety of ways, with the further aim being interaction with and respect for difference in general, not only concerning e.g. representatives ofcertain English-speaking communities. The methodology was informed by action research, with myself in the role of the teacher-researcher or the reflective practitioner. For the purpose of the project I was authorized to take on the EFL education for the three years of upper comprehensive school of one random class of students originally assigned to one of the language teachers of the selected Finland-Swedish school. Thus, the class of 17 students was not specifically chosen for the project, and the aims and contents chosen for the development project were placed within the framework of the ordinary curriculum. By exploring the students¿ insights concerning different English-speaking cultural groups, mainly through a set of questionnaires, it was possible to outline the work with the cultural dimension in the classroom for the following three years. Work progress was evaluated at specific stages, and the final project evaluations were conducted through individual student interviews in grade 9. The interviews were focused on possible development of students¿ insights concerning different aspects of the cultural dimension. In particular this concerned awareness of difference and diversity, including modification of stereotypes, as well as the ability to decenterin order to be better able to respect such difference. I also explored students¿ awareness and views of the activities and approaches used in class, as well asaffordances both inside and outside the EFL classroom in relation to these intended insights. A further focus area was the perceived relevance to students of different aspects of the cultural dimension. The frameworks and approaches adopted for the work in the classroom all have in common that they are based on a constructivist framework, where knowledge is constructed and reconstructed through interaction with one¿s social and cultural environment, including interaction with others. Reflective processes precede or are simultaneous with the learning of basic factual knowledge. This entails a view of learning as a progression from simple to more complex models rather than as a progression from facts to understanding and analysis. Here, the development of intercultural competence is seen asa cyclical process, or along a spiral curriculum, from simple to more complex levels through a combination of cognitive, affective and behavioral elements within a framework of experiential learning. This project has shown one possible wayforward concerning the development of intercultural competence within EFL education through a more systematic and comprehensive approach regarding linguistic and cultural aspects. The evaluation of the educational process explored in the study suggests the possibilities for work with the promotion of awareness of difference and diversity concerning some specific context that, based on students¿ prior knowledge and preconceptions, would benefit from further work. In this case, the specific context primarily concerned different aspects of both cultural and linguistic conditions in the UK. It is also suggested that many students developed the ability to decenter, described in the study as integral to being able to respect otherness. What still remains to be explored are more individualized approaches considering students¿ different levels of departure. Further work alsoneeds to be put into how to apply insights gained in these specific situations to more general contexts. It is also necessary to explore the use of the suggested approaches in a wider range of different contexts.
The computer is a useful tool in the teaching of upper secondary school physics, and should not have a subordinate role in students' learning process. However, computers and computer-based tools are often not available when they could serve their purpose best in the ongoing teaching. Another problem is the fact that commercially available tools are not usable in the way the teacher wants. The aim of this thesis was to try out a novel teaching scenario in a complicated subject in physics, electrodynamics. The didactic engineering of the thesis consisted of developing a computer-based simulation and training material, implementing the tool in physics teaching and investigating its effectiveness in the learning process. The design-based research method, didactic engineering (Artigue, 1994), which is based on the theoryof didactical situations (Brousseau, 1997), was used as a frame of reference for the design of this type of teaching product. In designing the simulation tool a general spreadsheet program was used. The design was based on parallel, dynamic representations of the physics behind the function of an AC series circuit in both graphical and numerical form. The tool, which was furnished with possibilities to control the representations in an interactive way, was hypothesized to activate the students and promote the effectiveness of their learning. An effect variable was constructed in order to measure the students' and teachers' conceptions of learning effectiveness. The empirical study was twofold. Twelve physics students, who attended a course in electrodynamics in an upper secondary school, participated in a class experiment with the computer-based tool implemented in three modes of didactical situations: practice, concept introduction and assessment. The main goal of the didactical situations was to have students solve problems and study the function of AC series circuits, taking responsibility for theirown learning process. In the teacher study eighteen Swedish speaking physics teachers evaluated the didactic potential of the computer-based tool and the accompanying paper-based material without using them in their physics teaching. Quantitative and qualitative data were collected using questionnaires, observations and interviews. The result of the studies showed that both the group of students and the teachers had generally positive conceptions of learning effectiveness. The students' conceptions were more positive in the practice situation than in the concept introduction situation, a setting that was more explorative. However, it turned out that the students' conceptions were also positive in the more complex assessment situation. This had not been hypothesized. A deeper analysis of data from observations and interviews showed that one of the students in each pair was more active than the other, taking more initiative and more responsibilityfor the student-student and student-computer interaction. These active studentshad strong, positive conceptions of learning effectiveness in each of the threedidactical situations. The group of less active students had a weak but positive conception in the first iv two situations, but a negative conception in the assessment situation, thus corroborating the hypothesis ad hoc. The teacher study revealed that computers were seldom used in physics teaching and that computer programs were in short supply. The use of a computer was considered time-consuming. As long as physics teaching with computer-based tools has to take place in special computer rooms, the use of such tools will remain limited. The affordance is enhanced when the physical dimensions as well as the performance of the computer are optimised. As a consequence, the computer then becomes a real learning tool for each pair of students, smoothly integrated into the ongoing teaching in the same space where teaching normally takes place. With more interactive support from the teacher, the computer-based parallel, dynamic representations will be efficient in promoting the learning process of the students with focus on qualitative reasoning - an often neglected part of the learning process of the students in upper secondary school physics.
This thesis is about the educational purpose of foreign language teaching (FLT) in an increasingly internationalised world.The past 20-30 years have witnessed a fundamental rethinking of the aims of FLT, entailing a shift in emphasis from linguistic competence over communicative competence to intercultural competence. The growing emphasis on cultural issues, called for by research and international curricular documents, places new demandson language teachers. The overall aim of this study is to deepen the knowledge about the attitudes of teachers at the upper level of the Finland-Swedish comprehensive school towards the treatment of culture in English foreign language (EFL) teaching. The questions in focus are: 1) How do teachers interpret the concept"culture" in EFL-teaching?, 2) How do they specify the cultural objectives of their teaching? and 3) What do they do to attain these objectives? The thesis strives to reveal whether or not language teaching today can be describedas intercultural, in the sense that culture is taught with the aim of promotingintercultural understanding, tolerance and empathy. This abductive and largely exploratory study is placed within a constructivist and sociocultural framework,and is inspired by both phenomenography and hermeneutics. It takes its starting-point in language didactics, and can also be regarded as a contribution to teacher cognition research. The empirical data consists of verbatim transcribed interviews with 13 Finland-Swedish teachers of English at grades 7-9. The findings are presented according to three orientations and reviewed with reference to the 2004 Finnish National Framework Curriculum. Within the cognitive orientation, "culture" is perceived as factual knowledge, and the teaching of cultureis defined in terms of the transmission of knowledge, especially about Britain and the USA (Pedagogy of Information). Within the action-related orientation, "culture" is seen as skills of a social and socio-linguistic nature, andthe teaching aims at preparing the students for contacts with people from the target language areas (Pedagogy of Preparation). Within the affective orientation, which takes a more holistic approach, "culture" is seen as a bi-directional perspective. Students are encouraged to look at their own familiar culture from another perspective, and learn to empathise with and show respect for otherness in general, not just concerning representatives of English-speaking countries (Pedagogy of Encounter). Very few of the interviewed teachers represent the third approach, which is the one that can be characterised as truly intercultural. The study indicates that many teachers feel unsure about how to teach culture in an appropriate and up-to-date manner. This is attributed to, among other things, lack of teacher insights as well as lack of time and adequate material. The thesis ends with a set of recommendations as to how EFL could be developed ina more intercultural direction.
Earlier research has shown that strong experiences related to music (SEM) can occur in very different contexts and take on many different forms. Experiences like these seem significant and have among other things reportedly had an affect on the individual's continuing relationship towards music, which makes them interesting from a pedagogical point of view. Formal teaching situations, though, are under-represented in studies where people have been asked to describe strong experiences that they have had in connection with music. The purpose of my thesis is to investigate what SEM may mean to pupils and teachers in lower secondary school (grades 7-9), and to inquire more deeply into the potential "space" for such experiences within school music education. On a comprehensive level my ambition is to deepen the understanding for SEM as a possible element in pedagogical situations. Three empirical perspectives are employed: pupil-, teacher- and curriculum perspectives. The pupil perspective involved an analysis of written accounts of 166 fifteen-year-olds, describing own strong experiences. The teacher perspective involved studying 28 music teachers' conceptions of the purpose of teaching music in school as well as their understanding about strong music experiences in school context. Further, the teachers' descriptions of SEM that they have had themselves were analysed. The curriculum perspective is reflected through a study of how music experience was represented in 24 local and 2 national curriculum texts for music. Grounded in a phenomenological-hermeneutical perspective the material have been analyzed both qualitatively and quantitatively. The result points towards the fact that the music education in school has the potential to become an arena for SEM and that this can happen in relation to a multitude of activities and genres and take on many different expressions. Only one pupil referred to a musical encounter in the classroom environment; all other experiences that occurred inside the frame of school activity had taken place in other arenas (the school hall, public concert halls, and so on). However, more than 98 % of the descriptions concerned musical encounters in leisure time contexts. The significance of SEM is further clarified by narrative constructions. SEM as a conception does not occur on the curriculum level; however the analyze revealed a number of interesting "openings" which are illustrated. Even though all teachers displayed a fundamentally positive attitude towards the idea of regarding SEM as a feature of formal musical learning, it became clear that many teachers never had approached this theme from a pedagogical point of view before. Still, they proved to have an evident "familiarity" towards the phenomenon based on their own experiences of receptive and performative musical encounter. The possible space for strong musical experiences within school music education is specified through a detailed illustration of six specific themes derived from the reasoning of the teachers. Furthermore, this is described through a mapping of the potential experiencing zone, constructed from the teachers descriptions of educational aims.
www.urn.fi/URN:ISBN:978-952-263-941-7
https://julkaisut.valtioneuvosto.fi/bitstrea..._2023_47.pdf (Valtioneuvoston julkaisuarkisto Valto)
Internationella och nationella strategier ställer upp ambitiösa mål för digitaliseringen av fostran och utbildning. Digitaliseringen har utvecklats i snabb takt under de senaste åren. Det behövs målmedvetet samarbete för att målen ska kunna nås och utvecklingsbehoven ska kunna tillgodoses. Enligt visionen är Finland ledande i världen när det gäller utvecklingen och utnyttjandet av hållbar digitalisering inom fostran, undervisning och utbildning 2027. Med hjälp av digitaliseringen främjas jämlika möjligheter för alla att lära sig och utvecklas. Digitala verktyg och miljöer stöder elevernas individuella behov och främjar jämlikheten och tillgången till utbildning. Digitaliseringen stöder samarbetet mellan aktörerna och lärandet i olika skeden av livet. Digitaliseringen främjas på ett informationsbaserat sätt i enlighet med principerna för hållbar utveckling. Genomförandet av riktlinjerna innebär att kompetensen ökar och jämlikheten förbättras, de digitala lösningarna i branschen utvecklas långsiktigt, innovativt och systematiskt, utbildningspolitiken och informationsunderlaget för ledningen av utbildningen stärks och välfärden förbättras på bred front tack vare ett aktivt digitalt medborgarskap. Riktlinjerna är gemensamma för branschen och gäller hela utbildningssystemet. I dokumentet redogörs för de åtgärder som utvecklingen av digitaliseringen förutsätter. Dessutom fastställs arbetsfördelningen mellan undervisnings- och kulturministeriet och Utbildningsstyrelsen.
www.urn.fi/URN:ISBN:978-952-263-890-8
https://julkaisut.valtioneuvosto.fi/bitstrea..._2021_46.pdf (Valtioneuvoston julkaisuarkisto Valto)
Den 28 augusti 2019 tillsatte undervisnings- och kulturministeriet en projektgrupp och en uppföljningsgrupp för att genomföra de riktlinjer i regeringsprogrammet som gäller utvidgning av läroplikten. Lagstiftningen om utvidgning av läroplikten stadfästes vid utgången av 2020, och den utvidgade läroplikten trädde i kraft 2021 för en åldersklass i sänder. Undervisnings- och kulturministeriet och Utbildningsstyrelsen har berett en plan för uppföljningen av verkställigheten av utvidgningen av läroplikten 2021–2024. Planen har behandlats i projektgruppen och uppföljningsgruppen för utvidgning av läroplikten. Planen baserar sig på den uppföljning av genomförandet som behandlas i regeringens proposition samt på uttalanden som bifogats riksdagens svar och de uppföljningsskyldigheter som konstateras i dem. I planen beskrivs utgångspunkterna, principerna, objekten, genomförandet och tidtabellen för uppföljningen av genomförandet av utvidgningen av läroplikten. Uppföljningen av utvidgningen av läroplikten är indelad i sju tematiska helheter: <ol> <li>de läropliktigas ansökan till utbildning och tillträde till utbildning</li> <li>studiehandledning och förankring i utbildningen</li> <li>undervisning och handledning</li> <li>särskilt stöd och andra former av stöd</li> <li>elevernas och studerandenas välbefinnande</li> <li>reformens kostnadseffekter</li> <li>förverkligandet av målen för reformen och reformens genomslag.</li> </ol> Uppföljningen genomförs i första hand med hjälp av befintliga register och andra informationskällor och de huvudsakligen kvantitativa uppgifter som ingår i dem samt genom att vid behov göra separata förfrågningar, utredningar, undersökningar eller utvärderingar. Uppföljnings-, forsknings- och utvärderingsinformation som fåtts från varje tematisk helhet utnyttjas som en del av den långsiktiga utvärderingen av effekterna av läropliktsreformen och den helhetsbedömning av genomförandet av läropliktsreformen som görs i slutet av uppföljningsperioden.