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41.
Markku Käpylä Jussi‐Pekka Heikkinen Tuula Asunta 《International Journal of Science Education》2013,35(10):1395-1415
The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task and an interview were used to collect data. Primary student‐teachers’ were not aware of students’ conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The usefulness of PCK and some related constructs in initial teacher training is discussed. 相似文献
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Jaana M. Leppänen Anu E. Haahla Anssi M. Lensu Markku T. Kuitunen 《The Journal of environmental education》2013,44(3):162-176
Are adolescents’ environmental attitudes similar to their parents’ attitudes? The main objective of this study is to examine what quantitative associations, if any, exist in parent-child environmental attitudes within the family. The survey data was collected assessing attitudes toward the environment and nature from 15-year-old students (n = 237) and their parents (n = 212) in Finland. A significant positive correlation emerged in environmental attitudes between mothers and fathers. Interestingly, the results revealed some indicative evidence that girls’ environmental attitudes could relate more to their father's than mother's attitudes. Girls were as positive in their environmental attitudes as their parents and in contrast boys were noticeably more negative than either their parents or girls of the same age. The parental level of education was not found to be significantly related to the level of environmental attitudes of their adolescent offspring. Implications of these findings are discussed. 相似文献
43.
Laura Tuohilampi Anu Laine Markku S. Hannula Leonor Varas 《International Journal of Science and Mathematics Education》2016,14(6):1093-1111
Mathematics-related affect is established regarding both individual and interindividual levels. However, the interaction between the levels has not been elaborated. Furthermore, it is known that people may draw either from intrinsic or extrinsic experiences to construct their identities depending on their cultural environment. Thus, affective individual and interindividual levels seem to interact with culture. In this study we focus on the significance of and the interaction between the individual and the interindividual levels of affect. This is done with respect to 2 different types of countries (Finland and Chile) to include cultural effect. We use questionnaire-based data and pupils’ drawings of their mathematics class to find out about their individual and interindividual experiences. By using mixed data, we are not only getting a wider picture of pupils’ affect but we can also avoid the most typical errors made in the cross-cultural comparisons as the pupils’ own voice is strengthened. The main finding in the study is that the 2 affective levels are not congruent and that the incongruence appears differently in different types of cultures. 相似文献
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The paper reports a study on the values of 15‐year‐old pupils and their teachers, and also their beliefs about the values of an ideal pupil. The sample included Finnish comprehensive school pupils (n = 406, mean age 15.3 years) and their teachers (n = 124). The study centred on two questions concerning: (1) what values are important to pupils and teachers; and (2) what pupils and teachers imagine an ideal pupil in their school values. Values were measured according to Schwartz's value questionnaire, which includes 57 single values grouped into 11 general value types. The subjects were asked to fill in the questionnaire twice. Firstly they were asked to consider what values were important to them as guiding principles in their life. Then they were asked to answer the questions as they imagined an ideal pupil in their own school would. The results showed that the most important value types were similar for pupils and teachers; for example, both groups valued benevolence and universalism. The differences between pupils’ and teachers’ images of an ideal pupil, in contrast, were more distinct. Pupils imagined an ideal pupil to be obedient, polite, capable, intelligent, ambitious, wise and respectful of parents and elders, while teachers imagined an ideal pupil to be honest and broad‐minded, valuing self‐respect, family security, true friendship and meaning in life. The results are discussed in terms of the general aims of curricula and the key values of schools. 相似文献
46.
Markku J. Sassi Sakari J. Moberg 《International Journal of Disability, Development & Education》1990,37(2):91-98
FINLAND is a small North‐European country with a population of about 5 million. It has historical ties with Sweden and Russia. Consequently, there are two official languages in the country: Finnish and Swedish. The education system is based on a 9‐year comprehensive school. Education is compulsory for all children between the ages of 7 and 16. Health and welfare services for children with disabilities are mainly provided within the regular services but special services are ensured by special laws. Special education services are provided at every level of education and learning environment modifications range from remedial education to individual instruction at home. In the comprehensive school about 16% of all pupils receive special education in some form. The majority of special pupils receive part‐time special education by resource room teachers. Individual and group integration has increased strongly during the last decade and more emphasis is placed in the development of individual special education programming. 相似文献
47.
This study investigated changes in elementary school students’ (n = 140) situational interest as a function of achievement goal orientation profiles and task characteristics. The authors repeatedly measured situational interest during a simulated science learning task in 2 task conditions that differed in the concreteness of the task elements. The authors identified 3 groups of students with different goal orientation profiles: success-, mastery-, and avoidance-oriented. Results of repeated-measures analysis of covariance showed that students with different profiles displayed different patterns of changes in situational interest in the 2 task conditions. The results confirmed the importance of acknowledging the interaction of student and task characteristics in the arousal and maintenance of situational interest across a learning task. 相似文献
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Markku Jahnukainen 《欧洲特需教育杂志》2013,28(3):245-258
Numerous studies have shown that pupils with special needs are at high risk of dropping out and leaving school without finishing their studies, in particular, in postcompulsory schooling. While the great majority of the age group will obtain at least secondary education, the lack of education may serve as a step towards deepening social exclusion. This study presents follow-up results from two programmes working to prevent educational exclusion in Finland. These programmes were selected because they work in association with the comprehensive school system. The results show that the participants' own experiences of the benefits of the models are extremely positive. However, there are statistically significant differences between the post-intervention status of young people from the Creating Your Own Career project and the 10th-form students, and between males and females, when transition to further education and working life is used as the criterion. 相似文献
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Over the last two decades, moves toward ‘inclusion’ have prompted change in the formation of education policies, schooling structures and pedagogical practice. Yet, exclusion through the categorisation and segregation of students with diverse abilities has grown, particularly for students with challenging behaviour. This paper considers what has happened to inclusive education by focusing on three educational jurisdictions known to be experiencing different rates of growth in the identification of special educational needs: New South Wales (Australia), Alberta (Canada) and Finland (Europe). In our analysis, we consider the effects of competing policy forces that appear to thwart the development of inclusive schools in two of our case study regions. 相似文献
50.
Socio-emotional orientations and teacher change 总被引：1，自引：0，他引：1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
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