LUMAT: International Journal on Math, Science and Technology Education
Central goals of higher education in STEM domains include learning of problem solving and self-as... more Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings su...
Työelämäpedagogiikka korkeakoulutuksessa-Asiantuntijuus, toimijuus ja työelämätaidot (TYÖPEDA) ol... more Työelämäpedagogiikka korkeakoulutuksessa-Asiantuntijuus, toimijuus ja työelämätaidot (TYÖPEDA) oli opetus-ja kulttuuriministeriön vuosina 2018-2020 tukema korkeakoulutuksen kehittämishanke. Tähän Jyväskylän yliopiston koordinoimaan hankkeeseen osallistui 10 yliopistoa ja 6 ammattikorkeakoulua. Hankkeen avulla on vahvistettu korkeakoulutuksen työelämänäkökulmaa muun muassa luomalla toimintamalleja työelämätaitojen kehittämiseen, opetussuunnitelmien uudistamiseen, työelämäpedagogiseen ohjaukseen sekä TKI-toiminnan ja koulutuksen kiinteämpään linkittämiseen toisiinsa.
The role of positive atmosphere on learning generic skills in higher education-Experiences of phy... more The role of positive atmosphere on learning generic skills in higher education-Experiences of physical education students.
This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.
Tässä tutkimuksessa tarkasteltiin ammattikorkeakouluopettajien työelämäyhteistyön osaamishaasteit... more Tässä tutkimuksessa tarkasteltiin ammattikorkeakouluopettajien työelämäyhteistyön osaamishaasteita. Tutkimusaineisto kerättiin yksilö-ja ryhmähaastatteluilla, joihin osallistui 16 eri alojen ammattikorkeakouluopettajaa. Aineisto analysoitiin temaattisella analyysillä. Työelämäyhteistyön osaamishaasteina tulivat esille muutos koulutuksen ja työelämän suhteissa, verkostomainen opettajuus, monipuolisten taitojen hallinta ja pedagogiikan uudistaminen. 2 Ammattikorkeakouluopettajien työelämäyhteistyö edellyttää uusien taitojen omaksumisen lisäksi yhteisöllisyyden kehittämistä niin työelämän kuin opiskelijoidenkin kanssa.
This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.
Research-based discussions about 21st-century skills are currently needed; 21st-century skills re... more Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was collected in three phases during 2014, 2015, and 2016 at three Finnish universities. The number of respondents at each measurement point varied from 209 to 267. Data were analysed using latent growth curve modeling. The study focuses on students' perceptions of three areas related to 21st-century skills: learning skills, collaboration dispositions, and skills to use ICT. The results show that the three areas evolved in different ways. Learning skills and collaboration dispositions show up as yearly assessments that remain at the same level, with small differences among respondents, unlike skills to use ICT with bigger yearly changes. The measured areas also appear as separate entities throughout the bachelor's studies, with small or non-significant correlations. These results reveal important new perspectives on how pre-service teachers perceive 21st-century skills and how perceptions evolve during teacher education.
This paper analyses and discusses different constraints on workplace learning, vocational develop... more This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N = 1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers' and students' learning are related to the feeling of "weness" that arises from individuals' active participation in the social community. Workplace learning and work identities in changing working life
This is an electronic reprint of the original article. This reprint may differ from the original ... more This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail.
Teachers' views and experiences regarding digitization in the teaching of forestry in Finnish voc... more Teachers' views and experiences regarding digitization in the teaching of forestry in Finnish vocational education and training This study examined the views and experiences of digitization among teachers of forestry in Finnish vocational education and training (VET). The focus was on motives for attending in-service training on digitization, conceptual change related to digitization and perceived effectiveness of training. The data were collected from teachers (n=29) during in-service training on digitization in the teaching of forestry by means of interviews, and questionnaires. The data were analyzed using statistical methods and qualitative content analysis. According to the findings, teachers perceived digitization as a key developmental challenge in forestry. Their views of digitization did not change radically during the training; rather, they became stronger, sharper, and broader. The teachers felt ready to apply the new software and skills in their own teaching. The study raised some challenges in the teaching of forestry. For example, the teachers were unable to familiarize themselves with the new software and applications in their working hours; therefore, in-service training was experienced as very useful. Moreover, the forest as a working site was problematic due to inadequate Internet access and seasonal dampness and frost.
Developing Connectivity between Education and Work, 2021
Connectivity between education and workplaces is often seen as a central element in preparing stu... more Connectivity between education and workplaces is often seen as a central element in preparing students for the future labour market. This chapter presents findings from a study that examined strengthening the connectivity between Finnish higher education institutions and workplaces. The study focused on 11 work-related study modules where students carried out commissioned assignments or projects from companies or public sector organisations. The data were collected by interviewing 88 students, 35 teachers, and 17 workplace partners. Theory-driven and data-driven qualitative analyses focused on how students, teachers and workplace partners described the presage, process and product factors of workplace learning outlined in the modified 3-P Model of Workplace Learning. The findings showed that, in general, all parties appreciated the processes and outcomes of education–work collaboration, but there were also challenges. Regarding the presage factors, the role of previous experience emerged as an important background factor of education–work activities in all parties. As for the learning processes, collaborative learning, working with authentic tasks, and responsibility were emphasised. Students, teachers and workplace interviewees produced rich descriptions of the outcomes of the work-related study modules. Practical recommendations are provided.peerReviewe
Although work-related identity research has undergone considerable expansion in recent years, voc... more Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students' vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, we examined students' vocational identity formation in two different fields: 1) technology and transport, and 2) social services and health care. Our quantitative data indicate that while students' vocational identity formation begins during vocational education and training, there are differences between students in different fields. On the basis of our qualitative data it seems that students' vocational identity is heavily constructed in line with the education practices of their own specific fields. Thus, even during educational context has an important role in the formation of vocational identity.
LUMAT: International Journal on Math, Science and Technology Education
Central goals of higher education in STEM domains include learning of problem solving and self-as... more Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings su...
Työelämäpedagogiikka korkeakoulutuksessa-Asiantuntijuus, toimijuus ja työelämätaidot (TYÖPEDA) ol... more Työelämäpedagogiikka korkeakoulutuksessa-Asiantuntijuus, toimijuus ja työelämätaidot (TYÖPEDA) oli opetus-ja kulttuuriministeriön vuosina 2018-2020 tukema korkeakoulutuksen kehittämishanke. Tähän Jyväskylän yliopiston koordinoimaan hankkeeseen osallistui 10 yliopistoa ja 6 ammattikorkeakoulua. Hankkeen avulla on vahvistettu korkeakoulutuksen työelämänäkökulmaa muun muassa luomalla toimintamalleja työelämätaitojen kehittämiseen, opetussuunnitelmien uudistamiseen, työelämäpedagogiseen ohjaukseen sekä TKI-toiminnan ja koulutuksen kiinteämpään linkittämiseen toisiinsa.
The role of positive atmosphere on learning generic skills in higher education-Experiences of phy... more The role of positive atmosphere on learning generic skills in higher education-Experiences of physical education students.
This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.
Tässä tutkimuksessa tarkasteltiin ammattikorkeakouluopettajien työelämäyhteistyön osaamishaasteit... more Tässä tutkimuksessa tarkasteltiin ammattikorkeakouluopettajien työelämäyhteistyön osaamishaasteita. Tutkimusaineisto kerättiin yksilö-ja ryhmähaastatteluilla, joihin osallistui 16 eri alojen ammattikorkeakouluopettajaa. Aineisto analysoitiin temaattisella analyysillä. Työelämäyhteistyön osaamishaasteina tulivat esille muutos koulutuksen ja työelämän suhteissa, verkostomainen opettajuus, monipuolisten taitojen hallinta ja pedagogiikan uudistaminen. 2 Ammattikorkeakouluopettajien työelämäyhteistyö edellyttää uusien taitojen omaksumisen lisäksi yhteisöllisyyden kehittämistä niin työelämän kuin opiskelijoidenkin kanssa.
This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.
Research-based discussions about 21st-century skills are currently needed; 21st-century skills re... more Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was collected in three phases during 2014, 2015, and 2016 at three Finnish universities. The number of respondents at each measurement point varied from 209 to 267. Data were analysed using latent growth curve modeling. The study focuses on students' perceptions of three areas related to 21st-century skills: learning skills, collaboration dispositions, and skills to use ICT. The results show that the three areas evolved in different ways. Learning skills and collaboration dispositions show up as yearly assessments that remain at the same level, with small differences among respondents, unlike skills to use ICT with bigger yearly changes. The measured areas also appear as separate entities throughout the bachelor's studies, with small or non-significant correlations. These results reveal important new perspectives on how pre-service teachers perceive 21st-century skills and how perceptions evolve during teacher education.
This paper analyses and discusses different constraints on workplace learning, vocational develop... more This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N = 1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers' and students' learning are related to the feeling of "weness" that arises from individuals' active participation in the social community. Workplace learning and work identities in changing working life
This is an electronic reprint of the original article. This reprint may differ from the original ... more This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail.
Teachers' views and experiences regarding digitization in the teaching of forestry in Finnish voc... more Teachers' views and experiences regarding digitization in the teaching of forestry in Finnish vocational education and training This study examined the views and experiences of digitization among teachers of forestry in Finnish vocational education and training (VET). The focus was on motives for attending in-service training on digitization, conceptual change related to digitization and perceived effectiveness of training. The data were collected from teachers (n=29) during in-service training on digitization in the teaching of forestry by means of interviews, and questionnaires. The data were analyzed using statistical methods and qualitative content analysis. According to the findings, teachers perceived digitization as a key developmental challenge in forestry. Their views of digitization did not change radically during the training; rather, they became stronger, sharper, and broader. The teachers felt ready to apply the new software and skills in their own teaching. The study raised some challenges in the teaching of forestry. For example, the teachers were unable to familiarize themselves with the new software and applications in their working hours; therefore, in-service training was experienced as very useful. Moreover, the forest as a working site was problematic due to inadequate Internet access and seasonal dampness and frost.
Developing Connectivity between Education and Work, 2021
Connectivity between education and workplaces is often seen as a central element in preparing stu... more Connectivity between education and workplaces is often seen as a central element in preparing students for the future labour market. This chapter presents findings from a study that examined strengthening the connectivity between Finnish higher education institutions and workplaces. The study focused on 11 work-related study modules where students carried out commissioned assignments or projects from companies or public sector organisations. The data were collected by interviewing 88 students, 35 teachers, and 17 workplace partners. Theory-driven and data-driven qualitative analyses focused on how students, teachers and workplace partners described the presage, process and product factors of workplace learning outlined in the modified 3-P Model of Workplace Learning. The findings showed that, in general, all parties appreciated the processes and outcomes of education–work collaboration, but there were also challenges. Regarding the presage factors, the role of previous experience emerged as an important background factor of education–work activities in all parties. As for the learning processes, collaborative learning, working with authentic tasks, and responsibility were emphasised. Students, teachers and workplace interviewees produced rich descriptions of the outcomes of the work-related study modules. Practical recommendations are provided.peerReviewe
Although work-related identity research has undergone considerable expansion in recent years, voc... more Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students' vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, we examined students' vocational identity formation in two different fields: 1) technology and transport, and 2) social services and health care. Our quantitative data indicate that while students' vocational identity formation begins during vocational education and training, there are differences between students in different fields. On the basis of our qualitative data it seems that students' vocational identity is heavily constructed in line with the education practices of their own specific fields. Thus, even during educational context has an important role in the formation of vocational identity.
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