Tirri / Kuusisto Interaction in Educational Domains

2013
ISBN: 978-94-6209-395-9
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 177 Seiten

In this volume, we take a holistic approach to education, viewing human beings as lifelong learners who need interaction in all educational domains - cognitive, affective, psychomotor - to actualize their full potential. The chapters are based on presentations given at the 2012 conference of the Finnish Educational Research Association (FERA), whose theme was Interaction in Educational Research. Prof. David Clarke, from the University of Melbourne in Australia and the conference's keynote speaker, opens our symposium with a discussion of international comparative research in educational interaction by constructing and concealing differences. The chapters that follow, arranged in three parts, deal with interaction in cognitive, affective, and psychomotor domains. In Part I, theoretical and philosophical approaches to interaction are examined through ontological, epistemological, and semiotic perspectives. Part II presents a series of empirical studies on educational interaction. Together, these show regional differences in cognitive and psychomotor learning outcomes, the importance of academic emotions in learning, cultural aspects in understanding the visual arts, and interactive learning for gifted science students. Part III introduces three programs that promote educational interaction: one enhances teacher education with interdisciplinary integration; another explores the benefits of Finnish-Russian cooperation; and a third uses musical concerts as an interactive tool for special education. All of the chapters contribute to the current research and discussion on learning and interaction. In this field inquiries need to be carried out in different learning domains and in various cultural contexts. In particular, cross-cultural comparisons are useful in validating the findings of empirical studies and testing the culture-dependent and culture-invariant dimensions of educational interaction.

Autoren/Hrsg.

Tirri, Kirsi

Kuusisto, Elina

Inhaltsverzeichnis

1;Interaction in Educational Domains;3
1.1;TABLE OF CONTENTS;5
1.2;INTRODUCTION;7
1.2.1;LEARNING DOMAINS IN EDUCATION;7
1.2.2;LEARNING AND INTERACTION;7
1.2.3;REFERENCES;10
1.2.4;AFFILIATIONS;10
1.3;INTERNATIONAL COMPARATIVE RESEARCH INTO EDUCATIONAL INTERACTION: CONSTRUCTING AND CONCEALING DIFFERENCE;11
1.3.1;INTRODUCTION: HOW DO YOU KNOW THAT YOU’RE HAPPY?;11
1.3.2;THE CONSTRUCTION OF NARRATIVES OF NATIONAL IDENTITY;13
1.3.3;THE CHALLENGE OF LEGITIMATE COMPARISON: THE VALIDITY-COMPARABILITY COMPROMISE;17
1.3.3.1;Dilemma 1: Cultural-Specificity of Cross-Cultural Codes;18
1.3.3.2;Dilemma 2: Inclusive vs. Distinctive;19
1.3.3.3;Dilemma 3: Evaluative Criteria;20
1.3.3.4;Dilemma 4: Form vs. Function;24
1.3.3.5;Dilemma 5: Linguistic Preclusion;24
1.3.3.6;Dilemma 6: Omission;25
1.3.3.7;Dilemma 7: Disconnection;26
1.3.4;DISCUSSION;26
1.3.5;ACKNOWLEDGEMENTS;27
1.3.6;REFERENCES;27
1.3.7;AFFILIATION;28
1.4;PART I: THEORETICAL APPROACHES TO STUDYING EDUCATIONAL INTERACTION;29
1.4.1;1. STUDENT TRANSFORMATION AND THE INTERACTION BETWEEN THE EPISTEMOLOGICAL AND ONTOLOGICAL TRACKS: THE WIDER PROJECT OF HIGHER EDUCATION?;30
1.4.1.1;INTRODUCTION;30
1.4.1.2;TOWARD INTEGRATIVE VIEWS OF LEARNING;30
1.4.1.3;THE CHALLENGES OF INTEGRATION WITHIN HIGHER EDUCATION;32
1.4.1.4;THE INTERACTION BETWEEN THE EPISTEMOLOGICAL AND THE ONTOLOGICAL TRACKS;33
1.4.1.5;THE EDGE OF KNOWING;34
1.4.1.6;DEALING WITH THE EXPERIENCE OF THE EDGE;35
1.4.1.7;CROSSING THE PARALLEL TRACK: “WALK THE TALK”;36
1.4.1.7.1;Initial Epistemological Engagement;37
1.4.1.7.2;The Parallel Ontological Track;37
1.4.1.8;DISCUSSION;38
1.4.1.9;ACKNOWLEDGEMENTS;39
1.4.1.10;REFERENCES;39
1.4.1.11;AFFILIATIONS;41
1.4.2;2. SEMIOTICS AS A PHILOSOPHY FOR EDUCATION: FROM CONCEPTS TO SIGNS;42
1.4.2.1;INTRODUCTION;42
1.4.2.2;RATIONALISM;42
1.4.2.3;EMPIRICISM;43
1.4.2.4;SEMIOTIC THICK (OR RICH) EMPIRICISM;44
1.4.2.5;THE PLACE OF REASONING IN A NON-DUALIST SEMIOTIC ACCOUNT;45
1.4.2.6;IMPLICATIONS FOR THE PHILOSOPHY OF EDUCATION;48
1.4.2.7;TOWARDS A SEMIOTIC RICH EMPIRICISM;49
1.4.2.8;DISCUSSION;52
1.4.2.9;REFERENCES;54
1.4.2.10;AFFILIATION;54
1.4.3;3. FROM THE ONTOLOGY OF INTERACTION TO THE SEMIOTICS OF EDUCATION;55
1.4.3.1;INTRODUCTION;55
1.4.3.2;WHAT THE ONTOLOGY FOR A PHILOSOPHY OF EDUCATION COULD BE;55
1.4.3.3;AN ONTOLOGICAL TURN IN THE PHILOSOPHY OF EDUCATION: ONTOLOGICAL WRITINGS IN THE PHILOSOPHY OF EDUCATION;57
1.4.3.4;PRACTICAL PROBLEMS FOR THE ONTOLOGY OF EDUCATION;58
1.4.3.5;PROBLEMS OF UNIVERSALS AND DUALISM IN OUR RECEIVED ONTOLOGY;59
1.4.3.5.1;The Trap of Dualism;59
1.4.3.5.2;The Problem of Universals;59
1.4.3.6;C. B. MARTIN’S ONTOLOGY AS AN ALTERNATIVE;61
1.4.3.7;DISCUSSION;63
1.4.3.8;REFERENCES;64
1.4.3.9;AFFILIATION;65
1.4.4;4. EXAMINING THE RESEARCHER’S POSITION THROUGH ITS INTERACTION WITH METHODOLOGICAL AND ETHICAL PARTICULARITIES OF RELIGION AND GENDER;66
1.4.4.1;INTRODUCTION;66
1.4.4.2;THE RESEARCHER’S POSITION IN INTERPLAY WITH METHODOLOGY;67
1.4.4.2.1;Methodological and Positional Underpinnings;67
1.4.4.2.2;Particularities in Studying Gender and Religion;69
1.4.4.3;ETHICAL CONSIDERATIONS OF THE RESEARCHER’S POSITION AND METHODOLOGY;71
1.4.4.4;DISCUSSION;72
1.4.4.5;REFERENCES;75
1.4.4.6;AFFILIATIONS;76
1.5;PART II: EMPIRICAL STUDIES OF EDUCATIONAL INTERACTION;77
1.5.1;5. THE INFLUENCE OF LOCAL CULTURE ON STUDENTS’ EDUCATIONAL OUTCOMES;78
1.5.1.1;INTRODUCTION;78
1.5.1.2;A CULTURAL APPROACH TO EDUCATIONAL OUTCOMES;78
1.5.1.3;THE SWEDISH-SPEAKING MINORITY IN FINLAND;81
1.5.1.4;THE PISA 2009 ASSESSMENT AND THE SCHOOL HEALTH PROMOTION STUDY (SHPS);82
1.5.1.4.1;Applying the Kriging Method to the Data;83
1.5.1.5;RESULTS;84
1.5.1.5.1;Contour Maps of Swedish-Speaking Areas in Finland;84
1.5.1.5.2;Observations from the Contour Maps;85
1.5.1.6;DISCUSSION;89
1.5.1.7;REFERENCES;90
1.5.1.8;AFFILIATIONS;91
1.5.2;6. REGIONAL AND GENDER VARIATION IN THE RESULTS OF LEARNING OUTCOMES IN CRAFTS ASSESSMENT;92
1.5.2.1;INTRODUCTION;92
1.5.2.2;REGIONAL AND GENDER DIFFERENCES IN PREVIOUS LEARNING OUTCOMES;92
1.5.2.3;SOCIO-ECONOMIC BACKGROUND AS AN EXPLANATION FOR DIFFERENCES IN LEARNING OUTCOMES;94
1.5.2.4;DATA AND METHODS;95
1.5.2.5;RESULTS;96
1.5.2.6;DISCUSSION;99
1.5.2.7;REFERENCES;100
1.5.2.8;AFFILIATION;102
1.5.3;7. HOW ARE SITUATIONAL ACADEMIC EMOTIONS RELATED TO TEACHER STUDENTS’ GENERAL LEARNING PROFILES?;103
1.5.3.1;INTRODUCTION;103
1.5.3.2;LEARNING RESEARCH TRADITIONS IN HIGHER EDUCATION;103
1.5.3.3;DATA AND METHODS;105
1.5.3.3.1;Participants;105
1.5.3.3.2;Procedures;106
1.5.3.3.3;Materials;106
1.5.3.4;RESULTS;107
1.5.3.4.1;Correlations;107
1.5.3.4.2;General Learning Profiles;107
1.5.3.4.3;The Relation of General Learning Profiles to Situational Factors and Learning Outcomes;109
1.5.3.5;DISCUSSION;111
1.5.3.6;ACKNOWLEDGMENTS;112
1.5.3.7;REFERENCES;112
1.5.3.8;AFFILIATIONS;114
1.5.4;8. CULTURAL ASPECTS IN UNDERSTANDING THE VISUAL ARTS: Pedagogical Perspectives in (Multi)cultural Interaction;115
1.5.4.1;INTRODUCTION;115
1.5.4.2;DEVELOPING VISUAL LITERACY;116
1.5.4.3;CONSTRUCTING CULTURAL IDENTITY IN BASIC EDUCATION;118
1.5.4.4;DATA AND METHODS;119
1.5.4.5;RESULTS;120
1.5.4.5.1;Under the Yoke;120
1.5.4.5.2;Lemminkäinen’s Mother;122
1.5.4.5.3;Aino;124
1.5.4.6;DISCUSSION;125
1.5.4.7;REFERENCES;128
1.5.4.8;AFFILIATIONS;129
1.5.5;9. WHAT KIND OF LEARNING IS INTERACTIVE AND MEANINGFUL TO GIFTED SCIENCE STUDENTS?: A Case Study from the Millennium Youth C130
1.5.5.1;INTRODUCTION;130
1.5.5.2;GIFTED SCIENCE STUDENTS AS LEARNERS;130
1.5.5.3;MEANINGFUL LEARNING AND INTERACTION;131
1.5.5.4;DATA AND METHODS;133
1.5.5.5;CRITICAL EVENTS IN THE LEARNING HISTORIES OF STUDENTS IN THE ICT GROUP;133
1.5.5.5.1;Family;133
1.5.5.5.2;School;135
1.5.5.5.3;Competitions;136
1.5.5.5.4;Future career plans;137
1.5.5.6;MEANINGFUL LEARNING AND INTERACTION IN THE MILLENNIUM YOUTH C137
1.5.5.6.1;Cooperative and collaborative learning;137
1.5.5.6.2;Authentic learning;139
1.5.5.6.3;Constructive learning;140
1.5.5.6.4;Active learning;141
1.5.5.6.5;Intentional learning;141
1.5.5.7;DISCUSSION;142
1.5.5.8;ACKNOWLEDGMENTS;143
1.5.5.9;REFERENCES;143
1.5.5.10;AFFILIATIONS;144
1.6;PART III: PROGRAMS PROMOTING EDUCATIONAL INTERACTION;145
1.6.1;10. INTERDISCIPLINARY INTEGRATION IN TEACHER EDUCATION;146
1.6.1.1;INTRODUCTION;146
1.6.1.2;DESIGNING PRACTICES FOR INTEGRATIVE TEACHING;147
1.6.1.3;INTEGRATIVE TEACHING: EDUCATION FOR SHARING AND INTERACTION;148
1.6.1.4;THE PRESENT SITUATION IN INTEGRATIVE TEACHING PRACTICES;149
1.6.1.4.1;Teacher Educators’ Experiences in Integrative Teaching in Teacher Education;150
1.6.1.4.2;The Potential and the Challenges of Integration;151
1.6.1.4.3;The Teacher Educator in the Twenty-First Century;151
1.6.1.5;DISCUSSION;152
1.6.1.6;REFERENCES;153
1.6.1.7;AFFILIATIONS;155
1.6.2;11. FINNISH-RUSSIAN COOPERATION IN TEACHER EDUCATION: The Joint Study Module “Teaching Foreign Languages to Young Learners”;156
1.6.2.1;INTRODUCTION;156
1.6.2.2;A GLOCAL CONTEXT FOR TEACHING AND LEARNING INTERACTIONS;156
1.6.2.2.1;Program Participants’ Cultural Background and Its Impact;158
1.6.2.3;TEFOLA: A JOINT STUDY MODULE FOR TEACHING FOREIGN LANGUAGES TO YOUNG LEARNERS;159
1.6.2.4;TEACHER EDUCATORS FIND TEFOLA COLLABORATION CHALLENGING BUT REWARDING;161
1.6.2.5;TEFOLA STUDENTS DESIRE INTERCULTURAL INTERACTION;162
1.6.2.5.1;Students’ Learning Predispositions and Motivation;162
1.6.2.5.2;The Students’ Experiences;163
1.6.2.6;DISCUSSION;164
1.6.2.7;REFERENCES;165
1.6.2.8;AFFILIATIONS;166
1.6.3;12. MUSIC FOR ALL FOR MUSICA: Study of the Resonaari Concert Audience and Equalized Interaction;167
1.6.3.1;INTRODUCTION;167
1.6.3.2;RESONAARI AND THE ANNUAL SAVOY CONCERTS;168
1.6.3.3;INTERACTION DURING RESONAARI’S CONCERT;169
1.6.3.3.1;Audience-Related Interaction;169
1.6.3.3.2;Interaction on the Stage;170
1.6.3.4;CONCERT EXPERIENCES;172
1.6.3.4.1;Promoting Equality;173
1.6.3.4.2;Unity and Compassion;173
1.6.3.4.3;Passing on Information;174
1.6.3.5;DISCUSSION;175
1.6.3.6;REFERENCES;176
1.6.3.7;AFFILIATIONS;177