1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Encyclopedia of the Sciences of Learning

Exploring the Role of National Curriculum for Supporting Local level’s Curriculum Development: Focusing on the Finnish National Core Curriculum for Basic Education 2014

우리나라의 流行性耳下腺炎에 關한 血淸學的 調査硏究 (1970)

Adding It Up.

In order to thrive in today's uncertain environment, there is a need to master 21st century skills as well as knowledge of key subjects. Project-based learning (PBL) has been recommended as an important instructional strategy to prepare students for their future work and life. As teachers play an important role in classroom instructional practice, understanding their perspectives on PBL is essential in order to provide them with support for its successful implementation. We investigated how Finnish pre- and in-service class teachers and mathematics and science teachers (N = 257) view PBL in terms of (1) its objectives, (2) its characteristics, (3) the suitable application and situation regarding its implementation, and (4) support for and barriers to its implementation. We collected data from two questionnaire surveys, project plans, and reports and then analysed them quantitatively. We found that a majority of the teachers considered the development of students’ knowledge and understanding of mathematics and science, and 21st century skills as important objectives of PBL in mathematics and science education. The development of teamwork skills and the connection between theory and practice were regarded as key PBL characteristics. Moreover, PBL was perceived as suitable for both revising and learning new content. Nevertheless, the relative inadequacy of resources and support for PBL implementation was reported. Of particular necessity were ready-made project instructions, ideas, tips, and examples; advice from experienced teachers; training and guidance on basic PBL issues; and more time allocation. We discuss implications for teachers’ professional development towards PBL.

/pdf/teachers-perspectives-on-project-based-learning-in-4m1924f5m9.pdf

Teachers’ perspectives on project-based learning in mathematics and science

It has been observed that the mathematical skills of students entering university have deteriorated in Western Countries in recent decades. In the report of SEFI (The European Society for Engineering Education), [1] it is emphasized that this phenomenon prevails in Europe. Mathematical competency is a prerequisite for studying technical sciences. Most Finnish students completing advanced upper-secondary school mathematics continue their studies in universities and polytechnics. Student enrollment in technical sciences has increased which has caused decreasing in a proportion of students with sufficient mathematical competency. This creates a knowledge gap between upper-secondary school mathematics and university mathematics. Bridging this gap requires measures at the very beginning of mathematics studies at university. The purpose of the paper is to describe the actions and supportive measures taken at Tampere University of Technology (TUT) to improve the situation. The effects of the measures taken are likewise presented.

What can be done to bridge the competency gap between upper-secondary school and university mathematics?

Since educational design research (EDR) was introduced to educational research at the beginning of the 1990s, it has gained recognition as a promising research approach that bridges the gap between research and practice in education. This paper aims to investigate how EDR has been utilised and developed and which challenges it has faced by systematically reviewing 21 Finnish EDR doctoral dissertations on mathematics, science, and technology education published between January 2000 and October 2018. The findings indicate that all dissertations yielded practical and theoretical contributions. Moreover, common EDR characteristics, including the use of educational problems in practice as a point of departure, research in real-world settings, evolution through an iterative process, development of practical interventions, and refinement of theoretical knowledge, were found in all dissertations. Most of the doctoral researchers were confronted with challenges, such as high demand for EDR with limited resources and difficulties associated with multidisciplinary teamwork. However, the dissertations were diverse in terms of research contexts, practical educational problems, research outcomes, research methodologies, scale, and collaboration. This systematic review not only enhances the understanding of the utilisation, development, and challenges of EDR but also provides implications for future EDR.

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A systematic review of educational design research in Finnish doctoral dissertations on mathematics, science, and technology education

Tangible technologies provide interactive links between the physical and digital worlds, thereby merging the benefits of physical and virtual manipulatives. To explore the potentials of tangible technologies for learning linear equations, a tangible manipulative (TM) was designed and developed. A prototype of the initial TM was implemented and evaluated using mixed methods (i.e., classroom interventions, paper-based tests, thinking aloud sessions, questionnaires, and interviews) in real classroom settings. Six teachers, 24 primary school students, and 65 lower secondary school students participated in the exploratory study. The quantitative and qualitative analysis revealed that the initial TM supported student learning at various levels and had a positive impact on their learning achievement. Moreover, its overall usability was also accepted. Some minor improvements with regard to its pedagogy and usability could be implemented. These findings indicate that the initial TM is likely to be beneficial for linear equation learning in pre-primary to lower secondary schools and be usable in mathematics classrooms. Theoretical and practical implications are discussed.

https://www.mdpi.com/2414-4088/4/4/77/pdf

The Potentials of Tangible Technologies for Learning Linear Equations

In project-based learning, pupils have two central learning objectives: to understand the content of the subject and to develop their twenty-first-century skills. This article concerns the use of project work in mathematics learning, considered here in the context of the Finnish national core curriculum, mathematical proficiency, and pupils’ previous level of attainment. The research consisted of two case studies in which a coordinate system project and a statistics project were tested with secondary school pupils (N=59+58). The main findings show it is possible to study the mathematics of the curriculum and to develop all types of mathematical proficiency using project work. Additionally, the pupils’ grades on the project work correlate positively with their overall grades in mathematics.

/pdf/learning-mathematics-by-project-work-in-secondary-school-3qzu1mu2eo.pdf

Jorma Joutsenlahti

Papers

Teachers’ perspectives on project-based learning in mathematics and science

What can be done to bridge the competency gap between upper-secondary school and university mathematics?

A systematic review of educational design research in Finnish doctoral dissertations on mathematics, science, and technology education

The Potentials of Tangible Technologies for Learning Linear Equations

Learning mathematics by project work in secondary school