scholarly journals Koulun monet kielet

2021 ◽  
Author(s):  
Irina Piippo ◽  
Maria Ahlholm ◽  
Päivi Portaankorva-Koivisto
Keyword(s):  
Core Curriculum ◽  
Language Socialization ◽  
Basic Education ◽  
Applied Linguistics ◽  
Learning Goals ◽  
Language Awareness ◽  
Responsive Classroom ◽  
General Introduction ◽  
Normative Framework ◽  
Growing Body

This article introduces the AFinLA-e thematic issue on plurilingualism in the school. Lately, multilingualism has been a buzzword in both sociolinguistic research and applied linguistics. Through the reform of national core curriculum for basic education, multilingualism, alongside language awareness, has also become an inextricable part of public educational discussions and the normative framework of basic education. There remain, however, questions about how all these changes translate into linguistically responsive classroom pedagogy and practices that support achieving learning goals, the process of language socialization, and pupils’ plurilingual identities. Our aim is to give a brief general introduction into the flourishing field of multilingualism research, its developments, approaches and trajectories, and describe the contributions that the articles in this issue make into the growing body of work in the Finnish context. We also identify three future trajectories for research on plurilingualism in the school.

scholarly journals Kieli ja taide

2020 ◽  
pp. i-xx
Author(s):  
Sari Pöyhönen ◽  
Heli Paulasto
Keyword(s):  
Visual Arts ◽  
Applied Linguistics ◽  
Thematic Issue ◽  
General Introduction ◽  
Research Topics ◽  
Research Project ◽  
Future Directions ◽  
Growing Body ◽  
Music Literature ◽  
Art Forms

This article introduces the AFinLA-e thematic issue focusing on creative inquiry in applied linguistics. This is a relatively new field of research, but it is expanding fast. Our aim is therefore to give a brief general introduction into this transdisciplinary field – its trajectories, approaches, methods and future directions – and to describe the contributions that the articles in this issue make into the growing body of work. The articles display a variety of research topics and approaches, illustrative of the diversity of research in the field. Art adopts a number of different roles: context, medium, process, partner, or the outcome of a research project. The articles cover various art forms, such as music, literature, visual arts, social circus, dance and photography, as well as a number of approaches to language and communication.

scholarly journals Kielitietoisuus-käsite ja kieli-ideologiat helsinkiläisten peruskoulujen opetussuunnitelmadiskursseissa

2019 ◽  
pp. 42-59
Author(s):  
Salla-Maaria Suuriniemi
Keyword(s):  
Discourse Analysis ◽  
Core Curriculum ◽  
Basic Education ◽  
National Curriculum ◽  
Language Education ◽  
Language Awareness ◽  
The Core ◽  
Multilingual Learning ◽  
Core Concepts ◽  
School Curricula

This article critically explores the discourses surrounding the concept of language awareness in the school-specific curricula of basic schools in Helsinki. The school curricula have been designed at the process of reforming the Finnish national core curriculum for basic education and should be aligned with it. The newest Finnish national core curriculum for basic education came in to effect in 2016. Language awareness is one of the core concepts defining language education in the national curriculum and multilingual learning is an essential part of it. However, results of this study show that the school curricula do not always support multilingual outlook, but instead reflect monolingual practices. The most important theoretical tools in this study are the semiotic processes iconization and erasure defined by Judith T. Irivine and Susan Gal. The data for discourse analysis consists of 92 texts collected from the website http://ops.edu.hel.fi   in August 2018. This article is unique in analyzing school-specific curricula.

scholarly journals Predictors of Outstanding Performance of Basic Education Teachers

2015 ◽  
Vol 19 (1) ◽  
Author(s):  
Bonimar A. Tominez ◽  
Leila M. Dela Cruz
Keyword(s):  
Learning Environment ◽  
Role Model ◽  
Basic Education ◽  
Diverse Learners ◽  
Vital Role ◽  
Study Data ◽  
Learning Goals ◽  
Teaching Performance ◽  
Evaluation Tool ◽  
Family Responsibilities

Basic education teachers play a vital role in the attainment of quality education in the country; they build the educational foundation of young minds. This study determined the teaching performance of basic education teachers in the Division of Nueva Vizcaya using the NCBTS framework as an evaluation tool. The descriptive-inferential design was employed in this study. Data were statistically analyzed through frequency counts, means, t-test, f-test, post hoc test, correlation procedures and multiple regressions. Teachers with family responsibilities manifest a higher teaching performance in dealing with diverse learners, the community and their own personal and professional advancements. Teachers with higher teaching position demonstrate a higher teaching performance in providing a safe learning environment, addressing individual differences, communicating learning goals, and evaluating learning outcomes. Teachers with higher salary grade reflect a higher teaching performance by serving as a role model to their pupils, establishing standards of learner’s behavior, designing instructional activities for diverse learners to attain high standards of learning, and maximizing learning through appropriate evaluation procedures. The remarkable teaching performance of teachers in domains of social regard for learning, learning environment, diversity of learners, curriculum, and planning, assessing and reporting was strongly predicted by their high salary grade. Teachers’ gender predicted their excellent performance in dealing with the multiplicity of learners. Keywords— Education, basic education teachers, teaching performance domains, demographic variables, descriptive-inferential design, Nueva Vizcaya, Philippines

scholarly journals MATERIAIS PEDAGÓGICOS PARA O ENSINO DE GEOGRAFIA FÍSICA NO ENSINO FUNDAMENTAL II

2021 ◽  
Vol 11 (21) ◽  
Author(s):  
Luana De Almeida Rangel
Keyword(s):  
Middle School ◽  
Core Curriculum ◽  
Basic Education ◽  
Physical Geography ◽  
Environmental Risks ◽  
Geographic Education ◽  
Geography Teaching ◽  
The Subject ◽  
Common Core Curriculum

Esta pesquisa parte de inquietações referentes ao papel da Geografia Física no currículo de Geografia na educação básica e da abordagem dos conteúdos relacionados à temática. Portanto, a pesquisa teve como objetivo propor a criação e utilização de recursos didático-pedagógicos para o ensino de Geografia Física. (GF) Para tal, analisou-se o livro didático (LD) “Expedições Geográficas” do 6° ano do Ensino Fundamental visando identificar lacunas na abordagem de conteúdos. Optou-se pela análise do livro do 6° ano, pois, apresenta, de acordo com a BNCC e o Currículo Carioca, mais conteúdos voltados para a temática de GF. Os materiais e atividades lúdico-pedagógicas elaborados foram baseados nas lacunas encontradas no LD com relação à GF. Com a análise do LD, observou-se que há ausência de temáticas específicas relacionadas à sustentabilidade, riscos e solos. A elaboração de materiais para o ensino desses temas é uma ferramenta que pode contribuir para a aprendizagem significativa e despertar o interesse dos estudantes. Conclui-se que há necessidade da produção de materiais para abordar temas ausentes no LD. Além disso, verificou-se que atividades lúdicas são importantes para o ensino de Geografia Física, pois permitem maior envolvimento dos alunos com os conteúdos. Palavras-chave Recursos pedagógicos, Materiais lúdicos, Educação Geográfica, Currículo Carioca.   PEDAGOGICAL MATERIALS FOR PHYSICAL GEOGRAPHY TEACHING IN MIDDLE SCHOOL Abstract This research starts from concerns regarding the role of Physical Geography in the Geography curriculum in basic education and the approach to the contents related to the theme. Therefore, these research aimed to propose the creation and use of didactic-pedagogical resources for teaching Physical Geography.For this, the textbook “Geographical Expeditions” of the 6th year of middle school was analyzed in order to identify gaps in the content. We opted for the analysis of the 6th grade book, because it has, according to the BNCC and the Carioca Curriculum, more content focused on the subject of Physical Geography. According to the Brazilian Common Core Curriculum and the Carioca Curriculum, the 6th grade has more content about physical geography. The pedagogical materials and activities developed were based on the gaps found in the textbook. It was also observed that such content has gaps, such as the lack of integration between themes related to sustainability, socio-environmental risks and soils. It is concluded that the development of playful materials for teaching Physical Geography is a tool that can contribute to meaningful learning. In addition, it was found that recreational activities are important for Physical Geography learning. Keywords Pedagogical resources, Playful materials, Geographic Education, Carioca Curriculum.

scholarly journals Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: A systematic literature review of peer-reviewed research

Seminar.net ◽  
2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Lauri Palsa ◽  
Heli Ruokamo
Keyword(s):  
Literature Review ◽  
Media Literacy ◽  
Systematic Literature Review ◽  
Core Curriculum ◽  
Basic Education ◽  
Research Literature ◽  
Mutual Understanding ◽  
Universal Definition ◽  
Definition Of ◽  
Abstraction Levels

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.

Learning Places

2011 ◽  
pp. 31-46
Author(s):  
James Barrett ◽  
Stefan Gelfgren
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Core Curriculum ◽  
Practical Experience ◽  
Participatory Culture ◽  
Theory And Practice ◽  
Learning Goals ◽  
Project Work ◽  
General Level ◽  
Student Centered

The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.

Tutorial computer-assisted language learning

2015 ◽  
Vol 48 (4) ◽  
pp. 471-490 ◽  
Author(s):  
Trude Heift ◽  
Mathias Schulze
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Systematic Overview ◽  
Awareness Raising

‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

Development of the Curriculum Implementation Model of Basic Education for the Secondary School

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Kanokrat Kongthai
Keyword(s):  
Secondary Schools ◽  
Character Education ◽  
Balanced Scorecard ◽  
Core Curriculum ◽  
Basic Education ◽  
Curriculum Implementation ◽  
Group Discussion ◽  
Writing Skills ◽  
Academic Administration ◽  
Implementation Model

The academic administration for secondary schools according to the basic education core curriculum A.D.2008 faced the important problem that teachers lacked of the understanding to use the curriculum so that they cannot achieve the goal designed by the curriculum. This study aimed to improve the curriculum implementation model for the secondary schools in the Office of the Basic Education Commission area 41 by creating the Focus Group Discussion (FGD) method, Multi-Attribute Consensus Reaching (MACR) method and assessed the result by using Balanced Scorecard (BSC) method. The result was considered in two perspectives; the students’ perspective considered the character education, the achievement and, reading, thinking, analyzing, and writing skills. Another one was the teachers’ perspective considered the practice of teachers’ commitment by testing the curriculum implementation model in Klongklungratrangsan School, Kamphaeng Phet province in semester 2, 2011. The samples were 310 students and 55 teachers. The result found that the model has 4 main parts; the principle, goal, procedure, and assessment. For applying the new model in this school it was found that character education, achievement, reading, thinking, analyzing, and writing skills of students and the practice of teacher’s commitment were better than using the old model. Keywords - Curriculum development, MACR Method, Balanced Scorecard, teachers' commitment

scholarly journals Supporting the development of students’ technological understanding in craft and technology education via the learning-by-doing approach

2019 ◽  
Author(s):  
Sonja Niiranen
Keyword(s):  
New York ◽  
Technology Education ◽  
Cognitive Skills ◽  
Core Curriculum ◽  
Basic Education ◽  
Thinking Skills ◽  
Technological Knowledge ◽  
Learning By Doing ◽  
Pedagogical Approach ◽  
Context Learning

Abstract Many studies have shown how practical learning and the hands-on activities help students to conceptualize technological knowledge and develop their intellectual processes. Researchers have also pointed out that a variety of cognitive skills and higher-order thinking skills can be nurtured through their application to a practical context. Learning by doing and creating things using the hands have always been key elements in Finnish craft and technology education.The overall purpose of this study was to explore and produce knowledge about the pedagogical approach of learning by-doing and making in the context of craft and technology education in Finland. The study focused on the learning processes when students were acting (doing and making) in craft lessons, but the aim was also to develop a pedagogical tool for teachers to better observe and guide the development of their students’ technological understanding. First, a qualitative theory-oriented content analysis was performed to examine the extent of the learning-by-doing approach in craft and technology education in the National Core Curriculum for Basic Education (Määräykset ja ohjeet 2014:96, Juvenes Print – Suomen Yliopistopaino Oy, Tampere, 2014) document. In the analysis, Roberts (Beyond learning by doing: theoretical currents in experiential education, Routledge, New York, 2012) descriptions of four philosophical tenets for pragmatism were utilised. To gain broader knowledge regarding the pedagogical approach of learning by-doing in craft and technology educational practices a questionnaire for students who were studying craft and technology education was created. The questions were formulated on the basis of Roberts’ (2012) four philosophical tenets so that each tenet was representative to provide knowledge on the phenomenon.This data were analyzed using the frequentist descriptive method by identifying students’ descriptions of each category. The findings of this study support the argument that technology education has the potential to develop students’ skills in many ways by providing pupils with opportunities to work in a practical way, accessing the domain of technological knowledge and working technologically. It was also evidenced that social interaction and learning from peers is a highly present component in craft and technology education lessons.

scholarly journals DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?

2021 ◽  
Vol 2 ◽  
pp. 624-634
Author(s):  
Anica Vragović ◽  
Irena Klasnić
Keyword(s):  
Primary School ◽  
Positive Attitude ◽  
Core Curriculum ◽  
Basic Education ◽  
Negative Attitude ◽  
Age Difference ◽  
Primary School Students ◽  
School Students ◽  
Attitude Towards Mathematics ◽  
Attitudes Towards Mathematics

Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3rd to 8th grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5th and 6th grade students when the change from positive to negative attitude happens.  

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