Näytä suppeat kuvailutiedot

dc.contributor.authorLehesvuori, Sami
dc.contributor.authorChan, Kennedy Kam Ho
dc.contributor.authorRamnarain, Umesh
dc.contributor.authorViiri, Jouni
dc.date.accessioned2017-10-03T09:20:06Z
dc.date.available2017-10-03T09:20:06Z
dc.date.issued2017
dc.identifier.citationLehesvuori, 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.otherCONVID_27250956
dc.identifier.otherTUTKAID_75153
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55505
dc.description.abstractThe 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.isoeng
dc.publisherM D P I AG
dc.relation.ispartofseriesEducation Sciences
dc.subject.otheropiskelijakeskeisyys
dc.subject.othercurricular reform
dc.subject.otherdialogicity
dc.subject.otherscience teaching
dc.subject.otherstudent-centeredness
dc.titleIn Search of Dialogicity : A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201709283871
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-09-28T12:15:12Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries4
dc.relation.volume7
dc.type.versionpublishedVersion
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.accesslevelopenAccessfi
dc.subject.ysoopetussuunnitelmat
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci7040076
dc.type.okmA1


Aineistoon kuuluvat tiedostot

Thumbnail

Aineisto kuuluu seuraaviin kokoelmiin

Näytä suppeat kuvailutiedot

© 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.
Ellei muuten mainita, aineiston lisenssi on © 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.