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61.
Erkki Pehkonen 《欧洲师范教育杂志》1993,16(3):237-256
The aim of this study was to determine Finnish teacher educators’ conceptions about problem solving, the teaching of problem solving and the prerequisites they feel its teaching requires. Teacher educators’ conceptions were collected with two questionnaires within a two‐part seminar on problem solving which was held in 1986 and 1987. Analysis of the resulting percentage tables yielded some information about the teacher educators’ conceptions about the teaching of problem solving. The highest level of consensus was obtained for statements that reflect an open‐minded approach to teaching. The consensus was lowest for the statement which stated that mathematical formalism should be stressed. 相似文献
62.
Salla Willman Erkki Kaila Teemu Rajala Mikko-Jussi Laakso Tapio Salakoski 《Computer Science Education》2013,23(3):276-291
Computer aided assessment systems enable the collection of exact time and date information on students’ activity on a course. These activity patterns reflect students’ study habits and these study habits further predict students’ likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive study habits and to prevent or minimize habits that lead to poor student performance. Hypothetically, by identifying and adjusting the short-term patterns, the teachers might be able to do the same during the course. This publication examines students’ short-term study habits on an introductory level programming course and presents multiple statistically significant connections between students’ assignment submission patterns and their respective final grades. Students who receive the highest grade start and finish their work early, do not work on weekends, and do not work at night, whereas those who fail the course do not show similar behavior but exhibit significant enrichment among those who work large amounts during the night. Course’s mandatory tutorial sessions that act both as assignment release events and as collaborative assignment solving sessions strongly increase assignment submission counts regardless of the students’ final grades and ensure an early start to solving the assignments, possibly preventing those who would otherwise fail the course from starting their work near deadlines. 相似文献
63.
Kaija Collin Susanna Paloniemi Anne Virtanen Anneli Eteläpelto 《Vocations and Learning》2008,1(3):191-210
This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N?=?1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers’ and students’ learning are related to the feeling of “weness” that arises from individuals’ active participation in the social community. 相似文献
64.
This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
65.
Erkki Pehkonen 《欧洲师范教育杂志》1999,22(2-3):259-275
Our purpose is to answer the question: what have been the key factors causing a discontinuity in teachers’ professional development? We gathered data from experienced German teachers (N = 13) during the spring of 1994, with a brief questionnaire and interview. During the interviews, a total of 49 statements about change were mentioned. We could compress these statements into 15 change factors. New findings, that is, change factors which were not earlier reported in the literature, were as follows: experiences and observations with teachers’ own children, teachers’ experiences with other forms of schooling, and changes in society. 相似文献
66.