Primary student teachers' climate change conceptualization and implementation on inquiry-based and communicative science teaching : a design research
PublisherUniversity of Jyväskylä
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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 ...
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’ ...