dc.contributor.author | Lehesvuori, Sami | |
dc.contributor.author | Chan, Kennedy Kam Ho | |
dc.contributor.author | Ramnarain, Umesh | |
dc.contributor.author | Viiri, Jouni | |
dc.date.accessioned | 2017-10-03T09:20:06Z | |
dc.date.available | 2017-10-03T09:20:06Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Lehesvuori, S., Chan, K. K. H., Ramnarain, U., & Viiri, J. (2017). In Search of Dialogicity : A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong. <i>Education Sciences</i>, <i>7</i>(4), Article 76. <a href="https://doi.org/10.3390/educsci7040076" target="_blank">https://doi.org/10.3390/educsci7040076</a> | |
dc.identifier.other | CONVID_27250956 | |
dc.identifier.other | TUTKAID_75153 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55505 | |
dc.description.abstract | The prevailing consensus is that science teaching should be more student-centered
and guide learners towards more phenomenon-based and authentic problem-solving activities.
This approach is reflected in educational policies and recently reformed curricula. However, there
is limited research on how these frameworks actually manifest in curricula and how to facilitate
student-centered pedagogy. In this study, we examine the student-centered features of the curricula
of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed
using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in
teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of
different and even diverging views. This study first reviews the dialogic themes in the curricula, then
explores the ways in which student-centered approaches can be realized in practice by analyzing
the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula
are considered in the context of the classroom examples. As science classroom interactions are still
prevailingly teacher-centered and authoritative, the insights into alternative approaches generated
by the examples are discussed. This study prepares the context for further discussion of curricular
development, dialogicity and its implications for teaching and teacher education. | |
dc.language.iso | eng | |
dc.publisher | M D P I AG | |
dc.relation.ispartofseries | Education Sciences | |
dc.subject.other | opiskelijakeskeisyys | |
dc.subject.other | curricular reform | |
dc.subject.other | dialogicity | |
dc.subject.other | science teaching | |
dc.subject.other | student-centeredness | |
dc.title | In Search of Dialogicity : A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201709283871 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.oppiaine | Matematiikka ja luonnontieteet | fi |
dc.contributor.oppiaine | Matematiikka ja luonnontieteet | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2017-09-28T12:15:12Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 2227-7102 | |
dc.relation.numberinseries | 4 | |
dc.relation.volume | 7 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2017 by the Authors. Licensee MDPI, Basel, Switzerland. This article is an open access
article distributed under the terms and conditions of the Creative Commons Attribution
(CC BY) license. | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | opetussuunnitelmat | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p5140 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.3390/educsci7040076 | |
dc.type.okm | A1 | |