Kasvatustieteiden ja psykologian tiedekuntahttps://jyx.jyu.fi/handle/123456789/255952024-03-28T12:03:16Z2024-03-28T12:03:16ZLuokanopettajaopiskelijoiden käsityksiä äidinkielestä oppiaineenaTarnanen, MirjaAalto, EijaKauppinen, Merjahttps://jyx.jyu.fi/handle/123456789/941142024-03-28T10:25:34Z2024-03-28T10:25:29ZLuokanopettajaopiskelijoiden käsityksiä äidinkielestä oppiaineena
Tarnanen, Mirja; Aalto, Eija; Kauppinen, Merja
This article examines language awareness and beliefs of primary teacher students in their first academic year. In this study, language awareness is understood as explicit knowledge about language, and as conscious perception and sensitivity in the learning and use of a language when the language is both a medium of learning and the target of it. The data come from questionnaire surveys based on samples of students (n = 152). The aim of the survey is two-fold because it reflects students’ language awareness as it took shape during their school years and informs us about their language-related knowledge, attitudes and beliefs at the beginning of academic studies. Our findings indicate that first-year teacher students consider the school subject Mother tongue and literature as useful and, to a large extent, also interesting. Students seem to be rather grammar-oriented and they value written skills over oral ones. Finally, we discuss what kind of school teaching the results reflect as well as the challenges of developing teacher education to support the raising of teacher students’ metalinguistic awareness.
2024-03-28T10:25:29Z"Luin oppikirjoja ja kirjaimellisesti pänttäsin asioita" : vieraiden kielten opettajaopiskelijat kielen oppimista ja opettamista pohtimassaAlanen, RiikkaKajander, KatiNyman, Tarjahttps://jyx.jyu.fi/handle/123456789/941092024-03-28T09:54:49Z2024-03-28T09:54:46Z"Luin oppikirjoja ja kirjaimellisesti pänttäsin asioita" : vieraiden kielten opettajaopiskelijat kielen oppimista ja opettamista pohtimassa
Alanen, Riikka; Kajander, Kati; Nyman, Tarja
Portfolios have been used for a number of years in language teacher education to support and nurture pre-service teachers’ reflective thinking. Combined with the European Language Portfolio (ELP), portfolio provides a powerful tool for students to critically examine their beliefs about languages, language learning and teaching. In the study, the language learning biographies of 29 first-year language teacher students at the first stage of constructing their student teacher portfolios were analyzed to examine the meanings underlying the students’ experiences with language learning in the past. The findings reveal a sharp difference between meanings associated with L2 learning in and out of the classroom: in the classroom context, L2 learning was mainly associated with school achievement and grades whereas no such meanings were attached to it outside the classroom. The teacher was widely regarded as a source of inspiration and motivation but the overall association of L2 learning with school achievement raises the question of what teachers are actually perceived as promoting: good grades, love of other languages and cultures, or both?
2024-03-28T09:54:46ZVisuaaliset narratiivit ja valmistuvien aineenopettajien käsitykset vieraiden kielten opettamisestaAlanen, RiikkaKalaja, PaulaDufva, Hannelehttps://jyx.jyu.fi/handle/123456789/941032024-03-27T14:18:35Z2024-03-27T13:31:10ZVisuaaliset narratiivit ja valmistuvien aineenopettajien käsitykset vieraiden kielten opettamisesta
Alanen, Riikka; Kalaja, Paula; Dufva, Hannele
Applied linguistics has been witnessing a narrative (or an autobiographical) turn. For the past 15 years we have been working with written narratives as a means of looking at subjective experiences of learning or teaching English as a Foreign Language (EFL). It is only more recently that we have begun to experiment with narratives in another mode (i.e., with visual ones). In this specific study pre-service teachers (n = 62) who were about to graduate from a five-year MA program were asked to draw a picture of themselves as giving a foreign language class in the not so far future. The study was conducted within a sociocultural framework, and teaching thus viewed as intentional, goal-directed and mediated activity. Based on the narrative and conceptual analysis of the images, some key findings of the study will be reported concerning beliefs about foreign language teaching in relation to such issues as learning environment, artifacts and interaction in a foreign language class.
2024-03-27T13:31:10ZHyvinvoinnin ymmärtäminen vaatii monitieteistä otettaFadjukoff, PäiviKiili, Johannahttps://jyx.jyu.fi/handle/123456789/940712024-03-25T14:17:21Z2024-03-25T11:24:35ZHyvinvoinnin ymmärtäminen vaatii monitieteistä otetta
Fadjukoff, Päivi; Kiili, Johanna
Vaikka tarve hyvinvoinnin monialaiseen yhteiseen ymmärrykseen on jo laajasti yhteiskunnassa tunnistettu ja monessa ammatissa työkäytännöt ovat muutoksessa, hyvinvointiin liittyvä koulutustarjonta eri koulutusaloilla on edelleen hajallaan ja siiloutunutta. Pian avautuva avoin ja maksuton verkkokurssi pyrkii edistämään kokonaisvaltaista ymmärrystä hyvinvoinnista. Kurssi valmistuu monitieteisenä yhteistyönä, kirjoittavat Päivi Fadjukoff ja Johanna Kiili.
2024-03-25T11:24:35ZArvioinnin yhdenvertaisuuden vahvistuminen vaatii työtä, täydennyskoulutusta ja ohjeiden selkeyttämistäPulkkinen, JonnaKetonen, LauraRautopuro, Juhanihttps://jyx.jyu.fi/handle/123456789/940652024-03-25T14:18:05Z2024-03-25T11:11:14ZArvioinnin yhdenvertaisuuden vahvistuminen vaatii työtä, täydennyskoulutusta ja ohjeiden selkeyttämistä
Pulkkinen, Jonna; Ketonen, Laura; Rautopuro, Juhani
Opetussuunnitelman perusteiden tulee ohjeistaa selvästi, miten arvioinnissa eri tavoitteita painotetaan, miten kompensaatioperiaatetta käytetään ja miten työskentelyä arvioidaan, kirjoittavat Jonna Pulkkinen, Laura Ketonen ja Juhani Rautopuro päättöarvioinnin uudistamisen onnistumisesta.
2024-03-25T11:11:14ZKohti kielitietoista koulua : yhteistyötä kielellisen moninaisuuden tukemiseenRepo, Elisahttps://jyx.jyu.fi/handle/123456789/940592024-03-25T14:19:19Z2024-03-25T09:57:32ZKohti kielitietoista koulua : yhteistyötä kielellisen moninaisuuden tukemiseen
Repo, Elisa
Teksti perustuu kielikasvatusalan väitöskirjaani Together towards language-aware schools. Perspectives on supporting increasing linguistic diversity, joka tarkastettiin Turun yliopistossa helmikuussa 2023. Ehdotan väitöskirjassani, että kielitietoinen koulu on luotava yhteistyössä ja koulutusjärjestelmän eri tasoilla. Kielikoulutuspolitiikan verkosto ja Soveltavan kielentutkimuksen keskus myönsivät minulle tammikuussa 2024 Kari Sajavaara -tunnustuspalkinnon tieteellisesti ansiokkaasta ja yhteiskunnallisesti merkittävästä soveltavan kielentutkimuksen väitöskirjatutkimuksesta.
2024-03-25T09:57:32ZReconfiguration of cognitive control networks during a long-duration flanker taskLiu, JiaZhu, YongjieChang, ZhengParviainen, TiinaAntfolk, ChristianHämäläinen, TimoCong, Fengyuhttps://jyx.jyu.fi/handle/123456789/940292024-03-22T14:15:50Z2024-03-22T09:41:59ZReconfiguration of cognitive control networks during a long-duration flanker task
Liu, Jia; Zhu, Yongjie; Chang, Zheng; Parviainen, Tiina; Antfolk, Christian; Hämäläinen, Timo; Cong, Fengyu
Continuous task engagement generally leads to vigilance decrement and deteriorates task performance. However, how conflict effect is modulated by vigilance decrement has no consistent evidence, and little is known about the underlying neural mechanisms. Here we adopted an electroencephalogram dataset collected during a prolonged flanker task to examine the interactions between vigilance and congruency on behavioral performance and neural measures. Specifically, we extracted a sequence of ERPs using temporal principal component analysis (PCA) and performed functional network analysis with graph measures. Behavioral analysis results showed that behavioral performance deteriorated due to vigilance decrement, but the capability of conflict processing was maintained over time. Regarding the neural analysis results, the conflict effect reflected in P3a and P3b was changed and maintained respectively when affected by vigilance decrement. The theta band frontoparietal network was observed in the face of conflicting interference and the conflict effect for graph measures disappeared over time. These results demonstrated deteriorated task performance, impaired cognitive functions, and the reconfiguration of cognitive control networks during a prolonged flanker task. Our findings also support the evidence that temporal PCA and event-related network analysis might be efficient for the investigation of the neural dynamics of complex cognitive processes.
2024-03-22T09:41:59ZThe role of the home in children’s critical reading skills developmentPaakkari, LeenaRuotsalainen, JenniLahti, HenriKulmala, MarkusKendeou, PanayiotaRaittila, Tiia-LiinaManu, MariSalminen, JenniTorppa, Minnahttps://jyx.jyu.fi/handle/123456789/940042024-03-21T14:16:23Z2024-03-21T08:00:19ZThe role of the home in children’s critical reading skills development
Paakkari, Leena; Ruotsalainen, Jenni; Lahti, Henri; Kulmala, Markus; Kendeou, Panayiota; Raittila, Tiia-Liina; Manu, Mari; Salminen, Jenni; Torppa, Minna
This study aimed to identify the specific home environment factors that were judged to support or hinder the development of children’s critical reading skills. Using a Delphi method, 32 experts in Finland listed a set of home-related factors that can either hinder or support the development of children’s critical reading skills. The experts then evaluated and ranked the factors according to their perceived importance. A large set of home-related factors was produced. Out of these, we identified 13 supportive and nine hindering factors. The factors highlighted the importance of having a space for the child to be heard and involved in family discussions, having a space for differing viewpoints and critical thinking, parental competencies to support critical reading skills, and positive parental attitudes towards schooling and learning. The findings can be used for measurement and intervention development purposes.
2024-03-21T08:00:19ZIntrinsic running capacity associates with hippocampal electrophysiology and long-term potentiation in ratsMäkinen, Elina E.Lensu, SannaWikgren, JanPekkala, SatuKoch, Lauren G.Britton, Steven L.Nokia, Miriam S.https://jyx.jyu.fi/handle/123456789/939812024-03-20T14:18:57Z2024-03-20T09:15:06ZIntrinsic running capacity associates with hippocampal electrophysiology and long-term potentiation in rats
Mäkinen, Elina E.; Lensu, Sanna; Wikgren, Jan; Pekkala, Satu; Koch, Lauren G.; Britton, Steven L.; Nokia, Miriam S.
Good aerobic and metabolic fitness associates with better cognitive performance and brain health. Conversely, poor metabolic health predisposes to neurodegenerative diseases. Our previous findings indicate that rats selectively bred for Low Capacity for Running (LCR) show less synaptic plasticity and more inflammation in the hippocampus and perform worse in tasks requiring flexible cognition than rats bred for High Capacity for Running (HCR). Here we aimed to determine whether hippocampal electrophysiological activity related to learning and memory would be impaired in LCR compared to HCR rats. We also studied whether an exercise intervention could even out the possible differences. We conducted in vivo recordings from the dorsal hippocampus under terminal urethane anesthesia in middle-aged sedentary males and female rats, and in females allowed to access running wheels for 6 weeks. Our results indicate stronger long-term potentiation (LTP) in the CA3-CA1 synapse in HCR than LCR rats, and in female than male rats. Compared to LCR rats, HCR rats had more dentate spikes and more gamma epochs, the occurrence of which also correlated positively with the magnitude of LTP. Voluntary running reduced the differences between female LCR and HCR rats. In conclusion, low innate fitness links to reduced hippocampal function and plasticity which can seems to improve with voluntary aerobic exercise even in middle age.
2024-03-20T09:15:06ZSocial influence in adolescence : Behavioral and neural responses to peer and expert opinionIrani, FatemehMuotka, JoonaLyyra, PessiParviainen, TiinaMonto, Simohttps://jyx.jyu.fi/handle/123456789/939152024-03-25T06:11:28Z2024-03-14T13:28:20ZSocial influence in adolescence : Behavioral and neural responses to peer and expert opinion
Irani, Fatemeh; Muotka, Joona; Lyyra, Pessi; Parviainen, Tiina; Monto, Simo
Social influence plays a crucial role during the teen years, with adolescents supposedly exhibiting heightened sensitivity to their peers. In this study, we examine how social influence from different sources, particularly those with varying normative and informational significance, affect adolescents’ opinion change. Furthermore, we investigated the underlying neural dynamics to determine whether these two behaviorally similar influences share their neural mechanisms. Twenty-three participants (14–17 years old) gave their opinions about facial stimuli and received feedback from either a peer group or an expert group, while brain responses were recorded using concurrent magnetoencephalography. In a second rating session, we found that participants’ opinions changed in line with conflicting feedback, but only when the feedback was lower than their initial evaluation. On the neural level, conflict with peers evoked stronger neural responses than conflict with experts in the 230–400 ms time window and the right frontotemporal magnetometer channels. Nevertheless, there was no greater conformity toward peers. Moreover, conflict compared to no conflict decreased neural oscillations in the beta frequency range (20–26 Hz) at the right frontal and parietal channels. Taken together, our findings do not support the general assumption that adolescent behavior is excessively vulnerable to peer norms, although we found heightened neural sensitivity to peer feedback.
2024-03-14T13:28:20Z