scholarly journals Monilukutaito lukion historian opetuksessa

2019 ◽  
Vol 3 (2) ◽  
pp. 2-23
Author(s):  
Sari Sulkunen ◽  
Minna-Riitta Luukka ◽  
Johanna Saario ◽  
Tommi Veistämö
Keyword(s):  
Secondary School ◽  
Literacy Practices ◽  
National Curriculum ◽  
Disciplinary Literacy ◽  
Upper Secondary School ◽  
National Agency ◽  
History Teachers ◽  
History Teaching ◽  
School History ◽  
Upper Secondary

Lukion opetussuunnitelman perusteisiin (Opetushallitus, 2015) on sisällytetty Monilukutaidot ja media -aihekokonaisuus, jossa monilukutaito määritellään taitoina tulkita ja tuottaa erilaisia tekstejä. Jokaisen opettajan odotetaan opettavan oman tiedonalansa tekstitaitoja, joiden alakohtaisuus pohjaa tiedonmuodostuksen käytänteisiin. Tällä korostetaan eri oppiaineiden sisältötiedon hallinnan lisäksi myös tekstitaitojen kehittymistä kaikissa oppiaineissa. Tässä artikkelissa tarkastelemme, millaisena monilukutaito ja erityisesti tiedonalan tekstitaitojen opetus näyttäytyvät lukion historian opetuksessa. Tutkimuksen aineisto on kerätty suomenkielisten lukioiden historian opettajille suunnatun kyselyn avulla syksyllä 2016, kun nykyiset opetussuunnitelmaperusteet olivat vasta astuneet voimaan. Selvitämme, millaisia tekstejä ja tekstikäytänteitä opettajat sisällyttävät opetukseensa sekä millaisia opettajaryhmiä aineistosta hahmottuu näiden tekijöiden perusteella. Analyysimenetelmänä oli ryhmittelyanalyysi. Tutkimuksen tavoitteena on tuottaa tietoa monilukutaidon ja historian tekstitaitojen asemasta opetuksessa. Tutkimustuloksia voidaan hyödyntää historian opetuksen kehittämisessä kohti nykyisten opetussuunnitelmaperusteiden mukaista entistä vahvempaa taitopainotteisuutta.   Multiliteracy in general upper secondary school history teaching Abstract National curriculum for general upper secondary schools (National Agency for Education, 2015) includes a cross-curricular theme 'Multiliteracies and media'. Multiliteracies are defined as an ability to interpret and produce different kinds of texts. Thus, each teacher is expected to teach disciplinary literacy, deriving from knowledge production practices of the field, emphasizing procedural teaching in addition to the content orientation. In this study, we examine what kind of role multiliteracies and disciplinary literacy have in upper secondary school history classrooms. The data consists of a questionnaire data collected in fall 2016 when the current curriculum was new. We study which texts and literacy practices history teachers use and what kinds of teacher profiles can be found in the data. The method of analysis was cluster analysis. The aim is to describe the role of disciplinary literacy in history teaching in order to develop history teaching towards procedural teaching required in the curriculum. Keywords: multiliteracy, disciplinary literacy, history

scholarly journals Selostuksesta tulkintoihin: aineistojen esittäminen lukiolaisten historian esseissä

Virittäjä ◽  
2019 ◽  
Vol 123 (3) ◽  
Author(s):  
Hilkka Paldanius
Keyword(s):  
Secondary School ◽  
Point Of View ◽  
Appraisal Theory ◽  
Upper Secondary School ◽  
Contextual Knowledge ◽  
History Teaching ◽  
School History ◽  
Upper Secondary ◽  
Sliding Scale ◽  
Disciplinary Literacies

Artikkelissa selvitetään tiedonalakohtaisten tekstitaitojen viitekehyksessä, miten lukiolaisten historian esseissä rekontekstualisoidaan aineistona olevia historiallisia -dokumentteja ja miten dokumentteja selostavat ja niitä tulkitsevat esitykset eroavat toisistaan. Aineistona on 52 lukion kurssikokeen yhteydessä kirjoitettua esseetä, joiden tehtävänanto edellyttää aineistojen hyödyntämistä vastauksen perustelussa. Tutkimuksen teoreettisena ja metodologisena viitekehyksenä ovat systeemis-funktionaalinen kieliteoria ja siihen pohjautuva suhtautumisen teoria. Tutkimuksen analyysiyksikön rajauksessa hyödynnetään projektion käsitettä, ja analyysin kohteeksi on valittu sellaiset projektiot, joissa tiedon lähteeksi osoitetaan aineistona olevat dokumentit. Tutkimuksen perusteella dokumenttien esittämisen tavat voidaan nähdä jatkumona, jonka toisessa päässä ovat tiukemmin dokumentin muotoa noudattavat ja toisessa päässä kauempana dokumentin sisällöstä olevat projektiot. Historian tekstitaitojen kannalta kiinnostavia ovat tulkintaa osoittavat esitykset, joissa projektion muotoilu voi kieliä kirjoittajan historian osaamisesta. Projektioiden muotoilussa näkyy myös se, että tehtävänantoon kuuluu useampia dokumentteja, joita tulkitaan suhteessa toisiinsa. Kuvadokumenttia projisoidaan tekstidokumenteista poikkeavalla tavalla, sillä jo pelkkä dokumentin sisällön esittäminen vaatii kirjoittajalta kuvan selostamista omin sanoin. Monissa dokumenttia projisoivissa esityksissä on suhtautumisen ilmauksia, jotka esittävät dokumentit faktuaalisina ja tekstiin rakentuvan kirjoittajaäänen ajattelua tukevina lähteinä, mikä voi olla ongelmallista historian tekstitaitojen kannalta. Dokumenttien esittämisen tavoissa yksittäisillä sananvalinnoilla voi olla merkitystä sille, millaisen kuvan esitys rakentaa kirjoittajan historian osaamisesta. Niinpä historian opetuksessa olisikin tärkeää panostaa aineistojen esittämisen opetteluun, jotta tällä tiedonalalla tärkeät tekstitaidot kehittyisivät.   From reporting to interpretation: Representation of source texts in upper-secondary school history essays In the framework of disciplinary literacies, the article examines how historical documents are recontextualised in upper-­secondary school history essays and explores the differences between narrative and more interpretative presentations. The data studied consists of 52 essays, in which students were asked to use source texts to support their arguments. The theoretical and methodological framework of the article is based on systemic–functional language theory and appraisal theory. The concept of projection is utilized for defining the analytical unit. The analysis focuses on projections in which such documents are cited as the source for presentations. The analysis shows that the ways of representing source documents can be seen on a sliding scale: at one end of the scale are projections that barely modify (if at all) the content and form of the source text, and at the other end are projections in which the original meaning of the source is modified. Also, small differences in wording can reveal a contextual knowledge of history. For instance, projections recontextualising a political cartoon are exceptional because a picture cannot be quoted as a paraphrase, and hence representing the content of the document requires the writer to use his/her own wording. From the point of view of appraisal theory and engagement, many projections represent source documents as factual and as therefore endorsing the author’s thoughts, which can be seen as problematic from the point of view of historical thinking. ­Paying attention to source-based writing in history teaching could enhance the student’s learning of the various literacies of a given topic.

scholarly journals Genetic determinism in the Finnish upper secondary school biology textbooks

2015 ◽  
Vol 11 (2) ◽  
pp. 139-152 ◽  
Author(s):  
Tuomas Aivelo ◽  
Anna Uitto
Keyword(s):  
Secondary School ◽  
National Curriculum ◽  
Genetic Determinism ◽  
Upper Secondary School ◽  
Genetics Education ◽  
Biology Textbooks ◽  
Upper Secondary ◽  
Education Needs ◽  
Gene Models ◽  
School Curricula

Genetics is a fast-developing field and it has been argued that genetics education is lagging behind. Genetics education has, for example, been suspected of indoctrinating strong genetic determinism. As the updating of the national upper secondary school curricula is about to start, we decided to study how the current curriculum manifests in Finnish biology textbooks. We studied the main four textbooks for historical gene models and definitions of genes using content analysis. Hybrid models were pervasive in textbooks. The textbooks expressed sometimes even strong genetic determinism, which might be linked to the dominance of older historical models in the textbooks. We also found instances of determinism which we call ‘weak determinism’: genes were depicted as more important factor than environment in relation to the expressed properties. Subsequently, there were no modern gene models found. We suggest gene models should be presented explicitly to reduce misconceptions about genes. We argue that genetics education needs to take more into account than environmental effects and there needs to be more emphasis on the temporal and developmental aspect of genotype-phenotype link. Specifically in Finland this could be done by a more explicit formulation of the national curriculum.

scholarly journals «Jeg har aldri spurt om å kunne slutte selv». En kvalitativ studie av en gruppe jenters vei mot frafall i videregående skole

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Sissel Elisabeth Edvardsen ◽  
Hege Hovland ◽  
Anne Brita Thorød
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Dropping Out ◽  
Upper Secondary School ◽  
School History ◽  
Upper Secondary ◽  
Mental Problems ◽  
History Of ◽  
Absence Rate

In this article we explore the school history of girls who are dropping out from upper secondary school, recorded with mental problems. The study has a qualitative, exploratory design with an inductive approach. Interviews were conducted with life-line method, with some supplemental questions. Most of the girls experience weak relations to both school-peers and teachers in primary school. Some of them are bullied and describe a school without capability to deal with the problems and work for an including school environment. When they reach upper secondary school they have a high absence rate and most of them are requested to terminate school, partly due to the risk of losing part of their statutory right to upper education. The findings are discussed in resilience- and bio-ecological perspectives.

scholarly journals En plass for meg? Faglig identitetsbygging i en litterær gruppesamtale

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Aslaug Fodstad Gourvennec
Keyword(s):  
Secondary School ◽  
Literacy Practices ◽  
Meaning Making ◽  
Upper Secondary School ◽  
High Achieving Students ◽  
Wide Range ◽  
Upper Secondary ◽  
Disciplinary Practice ◽  
Public Report ◽  
In The Beginning

Artikkelen søker å bidra til kunnskap om utvikling av fagspesifikk ferdighetsutøvelse, nærmere bestemt om litterær faglighet slik den kommer til uttrykk i meningsskapingen i møtet mellom leser/e og tekst. Slik kunnskap er en forutsetning for å svare på grunnleggende ideer både i Kunnskapsløftet og i Fremtidens skole (NOU2015:8). Artikkelen søker å besvare hvordan tre elever på vei inn i et mer akademisk preget litteraturfag skaper en plass for seg selv og hverandre i den litterære samtalen som faglig praksis. En litterær gruppesamtale mellom tre høytpresterende vg1-elever studeres i lys av James Paul Gees såkalte building tasks (2011). Primært studeres de forbindelsene (connections) elevene skaper i meningsskapingsprosessen. Analysene viser at elevene nærmer seg teksten på ulikt vis og aktiverer erfaringer fra ulike felt. De er engasjerte i samtalen og teksten, tar og gir hverandre plass i det faglige fellesskapet og trer inn i og former faglig identitet og praksis. De utfordringene elevene støter på i samtalen er knyttet til manglende redskaper for å håndtere tolkningsmangfold og teksters motstand, og artikkelen peker både på muligheter og utfordringer for praksis. Nøkkelord: faglig praksis og identitetsbygging, engasjement, litterære samtaler, litteraturundervisningAbstractThis article seeks to contribute to knowledge of the development of disciplinary literacy practices, more specifically, literary disciplinarity – as it emerges in the meaning-making process between reader/s and text. Such knowledge is required in order to respond to fundamental ideas in the Norwegian Curriculum and the Official Public Report about the school of the future (NOU 2015:8). This article seeks to answer how three students entering a more scholarly literature subject than before, make a place for themselves and each other in the literary conversation as a disciplinary practice. By means of James Paul Gee’s building tasks (2011), particularly the connections the students build in their meaning-making process, a literary group conversation among three high achieving students in the beginning of upper secondary school is studied. The analyses reveal that the students approach the text in different ways, activating experiences from different fields. They are engaged in the conversation and the text, take and give each other a place in the disciplinary community, and enter and form the disciplinary practice. The challenges the students encounter during the conversation are connected to a lack of tools to handle the wide range of possible interpretations and the text’s obstacles. Hence, this article points towards both possibilities and challenges in matters of literature education.Keywords: disciplinary practice and identity building, engagement, literary conversations, literature education

scholarly journals More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

2021 ◽  
pp. 204717342110672
Author(s):  
Anders Persson ◽  
Mikael Berg
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Social Studies Teachers ◽  
Professional Judgment ◽  
Upper Secondary School ◽  
History Teaching ◽  
Upper Secondary ◽  
Critical Perspectives

The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations.

scholarly journals Lukion historian opettajien käsityksiä esseen arviointiin vaikuttavista piirteistä

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Hilkka Paldanius ◽  
Sari Sulkunen ◽  
Minna-Riitta Luukka ◽  
Johanna Saario
Keyword(s):  
Secondary School ◽  
Upper Secondary School ◽  
Historical Knowledge ◽  
Group Discussions ◽  
Functional Theory ◽  
History Teachers ◽  
Upper Secondary ◽  
Teachers Beliefs ◽  
Textual Features ◽  
Authorial Voice

Artikkelissa tarkastellaan lukion historian opettajien käsityksiä aineistopohjaisen esseen arvioinnista ja siihen vaikuttavista piirteistä tiedonalan tekstitaitojen näkökulmasta. Aineisto koostuu opettajien ryhmähaastatteluista ja lukiolaisten kirjoittamista aineistopohjaisista esseistä. Haastattelut analysoitiin laadullisen sisällönanalyysin avulla ja esseiden kielellisiä piirteitä systeemis-funktionaalisen kieliteorian avulla. Analyysissä keskityttiin opettajien arvostamiin esseen piirteisiin ja niiden kielellisiin toteumiin. Opettajien arvostamissa piirteissä korostuivat erityisesti sisältötiedon hallinta sekä tehtävänannon noudattaminen. Aineiston käyttöön ja opiskelijan omaan pohdintaan liittyviä odotuksia opettajilla oli vähemmän. Esseiden kielellinen analyysi osoitti, että historian oppiaineen kielen ja sisältötiedon hallinta kietoutuvat toisiinsa: käsitteiden käyttö, informaatiorakenteen sujuvuus ja analysoiva kirjoittajaääni vahvistavat vaikutelmaa sisältötiedon hallinnasta.   History teachers’ beliefs about assessment of essays Abstract This article focuses on history teachers’ beliefs about the textual features relevant for assessing essays in general upper secondary school. The data comprise group discussions about essays that were analyzed with content analysis and the essays analyzed with systemic-functional theory. The focus was on linguistic realization of the features teachers valued. The results showed that history teachers particularly valued presenting historical knowledge and answering the task. They had fewer expectations about the use of the source material and students’ own argumentation. The linguistic analysis of the essays showed that language of history and historical knowledge intertwine: e.g. smooth information flow and analytical authorial voice demonstrate mastery. Keywords: assessment, disciplinary literacy, history, essay, systemic-functional theory

scholarly journals What’s the name of the game?

2019 ◽  
Vol 3 (2) ◽  
pp. 69-86
Author(s):  
Matti Rautiainen ◽  
Anna Veijola
Keyword(s):  
Secondary School ◽  
Basic Education ◽  
Teaching Experiment ◽  
Democratic Citizenship ◽  
Upper Secondary School ◽  
History Teaching ◽  
Historical Empathy ◽  
Learning History ◽  
Upper Secondary ◽  
On Line

Historian opetuksen yhteydessä on viimeisten kahden vuosikymmenen aikana puhuttu erityisesti opetuksen suuntaamisesta sisältöjen opettamisesta historian taitojen ja demokraattisena kansalaisena toimimisen suuntaan. Tavoitteet edellyttävät myös käytäntöjen muuttumista. Tässä artikkelissa tarkastellaan lukion historian opetusta opetuskokeilun kautta. Kokeilussa hyödynnettiin pelillisyyttä sekä historiallista empatiaa. Kahdeksan tuntia kestäneen pelin aikana opiskelijoiden tehtävänä oli konstruoida tietoa vuonna 1957 tapahtuneesta ampumavälikohtauksesta presidentin kesäasunnolla Kultarannassa. Aineisto kerättiin opetuskokeilun yhteydessä (N = 30 lukiolaista) kyselylomakkeen ja haastattelun avulla. Aineisto analysoitiin James Endacottin ja Sarah Brooksin historiallisen empatian määritelmän avulla. Tulosten mukaan opiskelijat pitäytyivät historian tulkinnassa vahvasti kognitiivisessa prosessissa, vaikka historiallisen empatian perustaan ja näin historian ymmärtämiseen kuuluu Endacottin ja Brooksin mukaan myös affektiivisuus eli kyky ymmärtää historiassa toimineen ihmisen kokemuksia omien, samankaltaisten kokemusten avulla. Tämä ulottuvuus näyttää kuitenkin lähes kokonaan puuttuvan lähestymistapana historian kouluopetuksesta. Sen vahvempi mukaan tuominen osaksi historian opetusta vahvistaisi myös opiskelijoiden tulokulmia historian ymmärtämiseen.   What’s the name of the game? Historical empathy and gamification in history teaching Abstract Objectives of history teaching has been under changes in curricula of basic education and general upper secondary school during the past two decades in Finland. Alongside with history contents, history skills and active, democratic citizenship are emphasized in the curricula. In addition, new teaching methods have been implemented. In this article we study history teaching in general upper secondary school based on a teaching experiment, in which historical empathy and gamification were used. In an eight-hour game students solved the mystery of Kultaranta shootings in 1957. Data was collected via on-line questionaire and interviews. Data was analysed from the viewpoint of James Endacott and Sarah Brooks' definition for historical empathy. According to the results, students’ interpretations were based on cognitive process, and perspective taking as well as affective connection were in margin. Keywords: gamification, historical empathy, history learning, history teaching, upper secondary school

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