Showing items with similar title or keywords.

• Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching 

  Lehesvuori, Sami; Ratinen, Ilkka; Kulhomäki, Otto; Lappi, Jousia; Viiri, Jouni (Universitetet i Oslo & Umeå universitet, 2011)

  Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of ...

• The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachers 

  Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni (Springer Netherlands, 2019)

  Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects ...

• Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations 

  Lehtinen, Antti; Hähkiöniemi, Markus; Nieminen, Pasi (Springer, 2021)

  Dynamic representations (e.g., dynamic geometry software GeoGebra for mathematics learning and PhET simulations for science learning) offer excellent opportunities for students to conduct investigations and to formulate ...

• Finding Learning in Teaching : Eritrean primary teacher educators' perspectives on implementing learner-centered and interactive pedagogies 

  Posti-Ahokas, Hanna; Meriläinen, Katri; Westman, Anna (Univeristy of Leiden, 2018)

  Eritrea has given an increasing policy emphasis on implementing learner-centered interactive pedagogies (LCIP) at all levels of the education system. However, both teachers and teacher educators struggle with implementation of ...

• Primary Student-Teachers’ Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate Change 

  Ratinen, Ilkka; Viiri, Jouni; Lehesvuori, Sami; Kokkonen, Tuukka (International Journal of Environmental and Science Education, 2015)

  A teacher’s practical knowledge contains the teacher’s beliefs about the goals, values and principles of education that guide his or her actions in the classroom. There is still a lack of knowledge about how teachers’ ...