Matemaattisten aineiden opetuksen tutkimus- ja kehittämiskeskus

Tutkimus

Matemaattisten aineiden opetuksen tutkimus- ja kehittämiskeskuksen tehtävänä on fysiikan, kemian, matematiikan ja tietojenkäsittelytieteen opetuksen, oppimisen ja opettajankoulutuksen sekä teknologiakasvatuksen tutkimus ja kehitystyö. Nykyisissä tutkimushankkeissa kohteena on mm. oppimisprosessi matematiikassa, luonnontieteissä ja tietojenkäsittelytieteessä, opetuksen työtavat, oppimateriaalit ja oppimisvälineet sekä tieto ja viestintätekniikan käyttö opetuksessa. Yhdessä edellä mainittujen kanssa aineenopettaja- ja luokanopettajakoulutukseen liittyvä tutkimus luo perustan matemaattisten aineitten opettajankoulutukselle.

Useimmat tutkimuskeskuksen tutkijoista ovat mukana kansainvälisissä tutkimus- ja opettajankoulutushankkeissja a kansainvälisissä opetuksen tutkimus- ja kehittämisryhmissä, kuten Mathematical Views MAVI ja Problem Solving in Mathematics ProMath . Tutkimusyhteistyötä tehdään myös mm. Helsingin yliopiston fysikaalisten tieteiden laitoksen, kemian laitoksen, matematiikan ja tilastotieteen laitoksen ja tietojenkäsittelytieteen laitoksen sekä Teknillisen korkeakoulun tietojenkäsittelytieteen laitoksen, Joensuun yliopiston tietojenkäsittelytieteen laitoksen, Jyväskylän yliopiston opettajankoulutuslaitoksen, Lapin yliopiston kasvatustieteiden tiedekunnan, Turun yliopiston Turun opettajankoulutuslaitoksen ja Åbo Akademin opettajankoulutuslaitoksen tutkijoiden kanssa.

Tutkimuskeskuksen tutkimus on jäsennetty useaksi erilliseksi tutkimushankkeeksi tai projektiksi. Osalla projekteista on ulkopuolista rahoitusta. Tutkimushankkeet ovat luonteeltaan kasvatustiedettä soveltavia ja niissä tehdään myös kehittämistyötä.

Matemaattisten aineiden opettajankoulutuksen kehittäminen 3-kantayhteistyönä (Sokla; fysiikaalisten tieteiden, kemian, matematiikan ja tilastotieteen, ja tietojenkäsittelytieteen ainelaitokset sekä Normaalilyseo ja Viikin normaalikoulu). Tavoitteena on tutkintouudistus, yhteistyön koordinoiminen ja laaja-alaisen opettajuuden hahmottaminen sekä kehittää tutkimustietoon perustuvaa aineenopettajakoulutusta.

Hankkeita:

Fysiikan ja kemian didaktiikka

ASTeL (Arithmetic, Science, Technology, and e-Learning) (2001-2006)-hankkeessa on kehitetty fysiikan ja kemian tiedonalan ja opetusmenetelmien hyperteksti opiskeluympäristö peruskoulun luokkien 4-6 opettajille ja oppilaille. http://www.helsinki.fi/sokla/malu/astel.htm

LUONTI +- eli Luonnontieteiden Opetuksen Työtapojen ja Tietotekniikan Opetuskäytön tutkimus-, kehittämis- ja koulutushanke tähtää luonnontieteiden ja teknologian opetuksen kehittämiseksi (1996-2006). http://www.helsinki.fi/sokla/malu/luonti.htm

FyKe -virtuaalikouluhankkeessa (2001-2007) kehitettiin yhdessä Helsingin yliopiston opettajankoulutuslaitoksen, yliopiston harjoittelukoulujen ja viiden kunnan kenttäkoulujen kanssa fysiikan ja kemian opiskeluympäristöjä, joissa käytettiin hyväksi monipuolisesti tieto- ja viestintätekniikkaa. http://www.helsinki.fi/sokla/malu/fyke.htm

GISEL (Gender Issues, Science Education and Learning) -hankkeessa (2004-2006) pyritään löytämään keinoja, joilla voidaan vaikuttaa uravalintoja tekevien tyttöjen tai naisten asenteisiin tekniikkaa ja tekniikan ammatteja kohtaan. http://www.helsinki.fi/sokla/malu/gisel.htm

European Training for student teachers in science (EU TRAIN) (2005 – 2008). Link: http://www.helsinki.fi/luma/eutrain/

The European Teachers Professional Development for Science Teaching in a Web-based Environment (EuSTD-web) (2007 – 2009). http://wsl.cemed.ua.pt/eustd-web/?q=node/32

The GRID project (2004-2006), funded within the framework of the Socrates Programme, has the objective to create a network for the exchange of best practice in the field of Science teaching in Europe at the level of decision-makers and schools directly involved in innovating experimentations.

Effective use of ICT in Science Education (EU-ISE) (2005 – 2008) is a Comenius 2.1 Action (Training of School Education Staff) where the University of Edinburgh School of Education (UK), Nicolaus Copernicus University, Faculty Of Physics, Astronomy And Applied Informatics / Physics Education Laboratory (PEL) (Poland), University of Helsinki, Department of Applied Sciences of Education (Finland), Education Department of the Government of Catalonia (Spain), Comenius University, Faculty of Mathematics, Physics and Informatics (Slovakia) are participating. The goal of the project is to identify best practice across Europe, propose system for benchmarking this area, prepare and test a course for in-service and pre-service teacher training in such way.

European Science Teachers: Scientific Knowledge, Linguistic Skills and Digital Media (PEC) (2005 – 2008) (http://www.edu.helsinki.fi/pec/index.htm)is a Comenius 2.1 Action where the University of Alcalá ( Spain), University of Leicester ( UK), University of Helsinki ( Finland), University of Lisboa ( Portugal), Comenius University ( Slovakia), University of Gävle ( Sweden) and Karadeniz Technical University ( Turkey) are participating. Overall aims of the project are to develop Initial (Pre-Service) Science Teacher Education and innovative activities emphasising reading and writing and, which can also be transferred to other subjects, educational contexts and European countries.

European Training for student teachers in science (EU TRAIN) (2005 – 2008) is a Comenius 2.1 Action where University of Helsinki, Department of Applied Sciences of Education (Finland), Jyväskylä University, Department of Teacher Education (Finland), Nicolaus Copernicus University, Faculty Of Physics, Astronomy And Applied Informatics / Physics Education Laboratory (PEL) (Poland), University of Plovdiv “Paisii Hilendarski”, Faculty of physics (Bulgaria), Tartu University, Faculty of physics and chemistry (Estonia) are participating. The goal of the project is to find new approaches to combine theoretical knowledge with adequate teaching practice and to deliver proper provisions for developing new skills of student science teachers with a view to facilitating their access to the European professional market.

The European Teachers Professional Development for Science Teaching in a Web-based Environment (EuSTD-web, http://cms.ua.pt/eustd-web/) (2007 – 2009) is a Comenius 2.1 Action where the University of Aveiro, University of Plovdiv, Bradford College, Masaryk University in Brno, University of Tartu, University of Helsinki, Adam Mickiewicz University, University of Wroclaw and Malmö University are participating. Main focus of the project is professional development of teachers teaching science at primary and junior secondary level (1-9 grade), guided by the educational policy of the EC, namely the Lisbon Objectives in Education and Training (2000) and their endorsement (2002), which attempts to make education and training systems in Europe a quality reference by 2010.

MaterialsScience: University-school partnerships for the design and implementation of research-based ICT-enhanced modules on Material Properties (http://lsg.ucy.ac.cy/MaterialsScience/) is a research-based curriculum design project that has been funded by the European Commission under the Science and Society Program (2007-2009). The participating institutes are: Universita degli Studi di Napoli Federico II; Aristotelio Panepistimio Thessalonikis, Helsingin Yliopisto, Universitat Autonoma de Barcelona, University of Western Macedonia. The project aims to create a mechanism for integrating the results of science education research in school teaching practice for 10-15 year olds in the domain of Properties of Materials. The methodology relies on local working groups consisting of researchers and experienced science teachers with the remit to design, implement and evaluate teaching modules in specific domains related to Materials Science. The modules will utilize existing modeling and simulation tools (such as, Insight, ThermoLab, Stagecast Creator, Coach, Modelus, Virtual Laboratories) in order to achieve teaching approaches that adhere to the principles of inquiry based science, active student engagement and collaborative learning. The modules will include activity sequences and specific instruments and procedures for the evaluation of learning outcomes. Student assessment will place emphasis on the transfer of acquired knowledge and skills in contexts that were previously unfamiliar to the students. In our presentation, we will place emphasis on the methodological framework adopted by the project and we will illustrate this with preliminary results from the participating research groups.

The effective use of computer aided teaching and learning materials in science teaching - a teacher training course with a European perspective CAT (http://cat.upatras.gr/) is a Comenius 2.1 Action (2009-2010) where the Heidelberg University of Education, University of Wienna, Plodvin University, Gemud University of Education, University of Patras and University of helsinki are participating. The intention of our project is to design and test modules for a teacher-training course, which enables teachers to judge the quality of computer aided learning environments in science teaching, to adapt best-practice examples of those environments to their own teaching, and to evaluate their own teaching afterwards. The project wants to establish a new and flexible teacher-training course that is useful in all participating but also in other countries. All materials will be carried out in English and in all partner languages.

SCIENCE-TEACHER EDUCATION ADVANCED METHODS The S-TEAM Project belongs to the coordination and support action under FP7, SiS 2008, action 2.2.1.1 Innovative Methods in Science Education (2009-2011). The SiS Call identifies deficiencies in scientific literacy and STEM career choices, which should be addressed through widespread dissemination of improved methods of science teaching, specifically IBST. The underlying problem here is related to the engagement of young people with education in general and science education in particular. Teachers have an important role in shaping young people's perceptions of science, and need to be supported by a wide range of stakeholders in order to this. S-TEAM will mobilise a wide range of resources to provide this support. The S-TEAM project aims to address the requirements of the Call through combining state-of-the-art knowledge about science education with practical experience in teacher education. Framing the problem at a European level provides an opportunity for national expertise in science education curricula, pedagogy and practice to be shared. S-TEAM involves 25 institutions in 15 countries and provides the widest possible geographical coverage consistent with the available funding.

Intensiv-Program AIDA (Attention – Interest – Desire – Action) which is a 29274-IC-3-2004-1-AT-ERASMUS-IPUC-16 project. Since 2001 every year two to three students in the subject teacher education section have participated the intensive program.

SOCRATES/ERASMUS Intensiv-Program AIDA (Attention – Interest – Desire – Action) which is a 29274-IC-3-2004-1-AT-ERASMUS-IPUC-16 project. Since 2001 every year two to three students in the subject teacher education section have participated the intensive program.

SOCRATES/ERASMUS programme: HIGHER EDUCATION (ERASMUS) IP TFPC Since 2005 every year two to three students in the subject teacher education section have participated the intensive program.

Matematiikan didaktiikka