Monikielisen akateemisen viestinnän keskus (Kielikeskus 31.7.2019 saakka)https://jyx.jyu.fi/handle/123456789/401472024-03-28T13:27:58Z2024-03-28T13:27:58ZYliopisto-opiskelijoiden oppimisen maisemat : haasteita ja mahdollisuuksia kielenopetuksen kehittämiselleJalkanen, JuhaTaalas, Peppihttps://jyx.jyu.fi/handle/123456789/941122024-03-28T10:14:36Z2024-03-28T10:14:34ZYliopisto-opiskelijoiden oppimisen maisemat : haasteita ja mahdollisuuksia kielenopetuksen kehittämiselle
Jalkanen, Juha; Taalas, Peppi
Developing pedagogical practices is a process with many perspectives and layers. Language centre teaching in Finland is generally of a high quality and the teaching is organised and planned professionally. Change, however, is a constant, because the content and pedagogy of academic language teaching requires continual development. This article is about such a change process at the Language Centre at the University of Jyväskylä. It focuses on a student survey that was carried out as a part of the Centre’s development process. The survey results offer us important information and enhance our understanding of how students conceive language learning and multiculturalism, how they use media and what their language repertoires consist of. The results are presented and discussed from the perspective of the pedagogical development process.
2024-03-28T10:14:34ZNykyopiskelijakin jännittää esiintymistä, mikä avuksi?Kunttu, KristinaMartin, MinnaAlmonkari, Merjahttps://jyx.jyu.fi/handle/123456789/935702024-02-21T14:19:06Z2024-02-21T13:12:04ZNykyopiskelijakin jännittää esiintymistä, mikä avuksi?
Kunttu, Kristina; Martin, Minna; Almonkari, Merja
Tärkein tieto: Sosiaalisten tilanteiden pelko on yleisintä nuorilla aikuisilla. Yliopisto-opiskelijoista kolmannes kokee esiintymistilanteet vaikeiksi. Osalla heistä jännittäminen saattaa haitata opintojen etenemistä. Yhteistyö opettajien, psykologien ja lääkärien kesken on tarpeen esiintymisjännityksestä johtuvien ongelmien estämiseksi ja jännittäjien auttamiseksi. Jännittämisongelmista kärsiville tulee olla tarjolla erilaisia tukimuotoja: keskustelutukea, erityiskursseja sekä ryhmä- ja yksilöterapiapalveluja. Yliopisto-opiskelijoiden moniammatillisesti ohjattu ryhmätoiminta on ollut toimiva ratkaisu. Se myös jakaa asiassa vastuuta sekä oppilaitokselle että terveydenhuollolle.; Public performance anxiety is a general phenomenon; up to 30-50% of young people report having fears related to social situations. For one third of Finnish university students, performing in public is a negatively loaded experience. If persistent, the problem may cause individual suffering and difficulties in advancing in studies. Public performance anxiety is a complex issue comprised of medical, psychological and communication skills dimensions. To prevent problems and to help those suffering from social fears and anxiety, co-operation is needed between teaching staff, psychologists and physicians. Various types of services should be made available, such as GP consultations, supportive conversations, special courses, and both group and individual therapies. Finnish universities have in recent years launched courses or group interventions for students suffering from public performance anxiety. These speech communication courses designed for anxious or shy students may be part of degree studies or entirely separate courses. Typically, the groups are led by a speech communication teacher alone or together with a psychologist. The Finnish Student Health Service (FSHS) offers multi-professional short-therapy group interventions or led by psychologist alone. The main objective of group activities is to improve the students' self-esteem and self-approval. Apart from conversation, different relaxation, breathing and mental training exercises and cognitive methods are used. Experiences from these courses and group interventions have been encouraging.
2024-02-21T13:12:04ZSuomi toisena kielenä -oppija ainereaalin kirjoittajana ylioppilaskokeessaNissilä, LeenaReiman, NinaVaarala, HeidiLeontjev, Dmitrihttps://jyx.jyu.fi/handle/123456789/917772024-03-25T07:23:01Z2023-11-06T08:19:08ZSuomi toisena kielenä -oppija ainereaalin kirjoittajana ylioppilaskokeessa
Nissilä, Leena; Reiman, Nina; Vaarala, Heidi; Leontjev, Dmitri
Hynninen, Niina; Herneaho, Irina; Sippola, Eeva; Isosävi, Johanna; Yang, Mei
Artikkeli käsittelee S2-kokelaiden suoriutumista ylioppilaskokeen ainereaalissa (biologiassa ja fysiikassa). Tavoitteena on selvittää, miten opiskelijoiden S2-kokeessa suoriutuminen ennustaa kokelaiden ainereaalin suorituksia. Tutkimuksemme keskiössä on kielen ja sisällön suhde tiedonalojen kielessä. Tutkimuksen aineisto koostuu Ylioppilastutkintolautakunnasta saaduista tilastotiedoista vuosien 2006 ja 2021 suomi toisena kielenä -kokeesta ja reaaliaineiden (biologia ja fysiikka) kokeista. Lisäksi on hyödynnetty S2-kokelaiden biologian ja fysiikan kokeen vastauksia samoilta vuosilta. Tutkimuksessa on käytetty määrällisiä ja laadullisia tutkimusmenetelmiä. Lineaariset regressiot paljastivat, että S2-kokelaiden L2-kirjoittamisen ja/tai -lukemisen taito ennusti heidän menestymistään biologiassa ja fysiikassa. Tuloksia tukee teoriaohjaava sisällönanalyysi, jossa analysoimme opiskelijoiden S2-vastauksia sekä biologian ja fysiikan vastauksia kognitiivisten diskurssifunktioiden avulla. Tulokset lisäävät tietoa lukio-opetuksen ja ylioppilaskokeen kehittämiseksi ja siten maahanmuuttotaustaisten opiskelijoiden osallisuuden vahvistamiseksi korkeakoulutuksessa.; This article focuses on the performance of Finnish as a second language (L2) examinees in the Finnish Matriculation Examination (ME). We explore whether and in what ways students’ L2 reading and writing performance predicts their examination performance in selected subjects in the natural sciences (biology and physics). Our study focuses on the relationship between language and content in disciplinary literacy. The data, obtained from the Matriculation Examination Board, consist of students’ ME performances in 2006 and 2021. The study is a mixedmethods study. We first conducted linear regressions, which showed that the students’ L2 writing and/or reading performance predicted their performance in the biology and physics exams. We then interpreted these results with reference to a qualitative analysis of the students’ responses to the biology and physics exam tasks. Our results have implications for the development of upper secondary education and the ME and thus for strengthening the participation of students with an L2 background in higher education.
2023-11-06T08:19:08ZStudent-centredness in physics laboratory teaching sessionsLehesvuori, SamiLehtinen, AnttiHämäläinen, RaijaMaunuksela, JussiKoskinen, Pekkahttps://jyx.jyu.fi/handle/123456789/907742024-03-25T09:21:06Z2023-10-26T12:33:01ZStudent-centredness in physics laboratory teaching sessions
Lehesvuori, Sami; Lehtinen, Antti; Hämäläinen, Raija; Maunuksela, Jussi; Koskinen, Pekka
There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the whole-class teaching sessions within which students had the opportunity to reflect on and orientate towards experimental work. Whole-class teaching sessions of four physics laboratory teaching assistants were carefully explored to determine how student-centredness was apparent during these sessions. Particular attention was given to the interactions and communication between teacher assistants and students. The results revealed different ways in which student-centredness can be facilitated in physics laboratory settings through communication, including dialogic elements. These elements consisted of eliciting students' ideas and explicitly linking their experiences to the discussions. Teacher assistants with a pedagogical background implemented dialogic communicative approaches when orchestrating instructional dialogue and linking different activities. Implications for teacher assistant training are discussed.
2023-10-26T12:33:01ZExploring Technology Readiness Among Finnish University StudentsHeilala, VilleKelly, RiittaJärvinen, MiittaHämäläinen, Raijahttps://jyx.jyu.fi/handle/123456789/906182024-03-25T08:12:25Z2023-10-25T11:28:51ZExploring Technology Readiness Among Finnish University Students
Heilala, Ville; Kelly, Riitta; Järvinen, Miitta; Hämäläinen, Raija
Damșa, Crina; Borge, Marcela; Koh, Elizabeth; Worsley, Marcelo
New technologies have the potential to support inclusive and collaborative learning processes. However, students’ technology readiness influences how they utilize learning technologies. This research examined technology readiness among Finnish university students (N = 796) utilizing Technology Readiness Index TRI 2.0, which showed promising psychometric properties in a student sample. Latent class analysis was used to obtain profiles with different characteristics. Our findings provide encouraging evidence that TRI 2.0 could be a valuable explanatory variable in modeling the use of educational technology.
2023-10-25T11:28:51ZMAGICC conceptual frameworkRäsänen, AnneNatri, TeijaForster Vosicki, Brigittehttps://jyx.jyu.fi/handle/123456789/892522023-09-27T13:21:40Z2023-09-27T06:54:01ZMAGICC conceptual framework
Räsänen, Anne; Natri, Teija; Forster Vosicki, Brigitte
2023-09-27T06:54:01ZMitä on sosiaalisen median sosiaalisuus?Jäkälä, MikkoPekkola, Samulihttps://jyx.jyu.fi/handle/123456789/871112023-05-23T13:18:01Z2023-05-23T07:39:30ZMitä on sosiaalisen median sosiaalisuus?
Jäkälä, Mikko; Pekkola, Samuli
Aaltonen-Ogbeide, Terhi; Saastamoinen, Pentti; Rainio, Heikki; Vartiainen, Tero
Sosiaalisen median sosiaalisuutta tarkasteltaessa on perusteltua kysyä, onko sosiaalisen median käyttäjä aina sosiaalinen. Millaiseen sosiaalisuuteen sosiaalisen median sovellukset kannustavat?
2023-05-23T07:39:30ZAnalyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approachesKilpelä, JonathanHiltunen, JennaHähkiöniemi, MarkusJokiranta, KaisaLehesvuori, SamiNieminen, PasiViiri, Jounihttps://jyx.jyu.fi/handle/123456789/869662024-03-25T06:25:36Z2023-05-16T05:29:20ZAnalyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches
Kilpelä, Jonathan; Hiltunen, Jenna; Hähkiöniemi, Markus; Jokiranta, Kaisa; Lehesvuori, Sami; Nieminen, Pasi; Viiri, Jouni
The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.
2023-05-16T05:29:20ZKielen oppimisen virtauksia ja pedagogiikan pyörteitä : näkökulmia tutkimukseen ja laajeneviin oppimisympäristöihinJakonen, TeppoJalkanen, JuhaPaakkinen, TerhiSuni, Minnahttps://jyx.jyu.fi/handle/123456789/867512023-05-04T06:17:06Z2023-05-04T06:15:01ZKielen oppimisen virtauksia ja pedagogiikan pyörteitä : näkökulmia tutkimukseen ja laajeneviin oppimisympäristöihin
Jakonen, Teppo; Jalkanen, Juha; Paakkinen, Terhi; Suni, Minna
Jakonen, Teppo; Jalkanen, Juha; Paakkinen, Terhi; Suni, Minna
In this introduction to the Yearbook of the Finnish Association for Applied Linguistics (AFinLA), we outline current theoretical flows in research on language learning and teaching. Recently, phenomena such as multilingualism, increasing migration, multimodality and the emergence of technologically-mediated learning environments have led researchers of L2 learning and pedagogy to reconsider central notions in their fields. In current theorization of language learning, conceptualizations of language, learning, learners and the world they inhabit increasingly emphasize the dynamic and situated nature of the learning process. In outlining this changing theoretical landscape, we draw on the three keynote presentations at the 2014 AFinLA Autumn Symposium, given by professors Lourdes Ortega (Georgetown University), Elizabeth Lanza (University of Oslo) and Paula Kalaja (University of Jyväskylä), and at the same time introduce the individual contributions to this volume, which are based on presentations given at the symposium. We conclude by reflecting on how the changing landscape of language education challenges both educational practitioners and researchers to construct and critically investigate new kinds of learning environments.
2023-05-04T06:15:01ZReflections on co-teaching multilingual university-level language and communication coursesKelly, RiittaJussila, Jussihttps://jyx.jyu.fi/handle/123456789/867172024-03-25T08:27:42Z2023-05-02T09:44:11ZReflections on co-teaching multilingual university-level language and communication courses
Kelly, Riitta; Jussila, Jussi
Tässä narratiivisessa kuvauksessa tarkastelemme kokemuksiamme yliopistotason monikielisten viestintä- ja kieliopintojen opettamisesta useamman opettajan yhteisillä opintojaksoilla Jyväskylän yliopistossa. Suomen viralliset kielet ovat suomi ja ruotsi, ja useimmat oppivat englantia ensimmäisenä vieraana kielenä koulussa. Jyväskylän yliopiston viestintä- ja kieliopinnoissa nämä kolme kieltä sisältyvät samaan monikieliseen opintojaksoon. Opintojaksot suunnitellaan yhdessä ilmiöpohjaisiksi monikielisiksi opintojaksoiksi, joita ovat esim. akateemisen lukutaidon, monikielisen vuorovaikutuksen ja tutkimusviestinnän opintojaksot. Käytännössä “...opiskelijat saattavat lukea akateemisia tekstejä englanniksi, kirjoittaa niistä tiivistelmän suomeksi ja pitää esitelmän tai keskustella ryhmissä ruotsiksi saman moduulin aikana” (Jalkanen & Nikula 2020, p. 119). Tarkastelemme näiden opintojaksojen aloittamisen taustaa ja pohdimme dialogisesti yhteistyötä monikielisten akateemisten kurssien suunnittelussa, yhdessä opettamisessa ja kehittämisessä.; In this narrative account. we reflect on our experiences of co-teaching multilingual university-level language and communication courses at the University of Jyväskylä, Finland. Finnish and Swedish are official languages in Finland, and most students also learn English at school. In our university, all three languages are currently taught within the same multilingual course. The courses are planned collaboratively and as phenomenon-based multilingual courses, they aner areas such as academic literacy, multilingual interaction, and research communication. In practice, “…students may read academic articles in English, write a summary in Finnish, and deliver a presentation or have a group discussion in Swedish within the same module” (Jalkanen & Nikula, 2020, p. 119). We review the background to setting up these courses, and dialogically reflect on our joint involvement in planning, co-teaching and developing multilingual academic courses.
2023-05-02T09:44:11Z