Transferring a Teaching Learning Sequence Between Two Different Educational Contexts : the Case of Greece and Finland

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http://hdl.handle.net/10138/233757

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Spyrtou , A , Lavonen , J , Zoupidis , A , Loukomies , A , Pnevmatikos , D , Juuti , K & Kariotoglou , P 2018 , ' Transferring a Teaching Learning Sequence Between Two Different Educational Contexts : the Case of Greece and Finland ' International Journal of Science and Mathematics Education , vol. 16 , no. 3 , pp. 443-463 . DOI: 10.1007/s10763-016-9786-y

Title: Transferring a Teaching Learning Sequence Between Two Different Educational Contexts : the Case of Greece and Finland
Author: Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros
Contributor: University of Helsinki, Department of Education
University of Helsinki, Viikki Teacher Training School, University of Helsinki, alaluokat
University of Helsinki, Department of Education
Date: 2018-02
Language: eng
Number of pages: 21
Belongs to series: International Journal of Science and Mathematics Education
ISSN: 1571-0068
URI: http://hdl.handle.net/10138/233757
Abstract: In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11-12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of "how" this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students' improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group.
Subject: 516 Educational sciences
Control of variables strategy
Floating-sinking phenomena
INQUIRY
Teaching-Learning Sequences
Transferring educational innovations
KNOWLEDGE DISSEMINATION
CONCEPTUAL CHANGE
SCIENCE
MODELS
VARIABLES
DENSITY
DESIGN
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