Knowledge Integration in Education and Science. Core questions of the study are: a) what is integration in education, b) why integration is done, c) what kind of benefits and challenges are expected, d) how it is executed currently in Finnish schools, and d) how integration in schools is parallel and connected to practices of interdisciplinary science.
See poster presentation: Teachers’ Knowledge in Integrating the Curriculum
Finnish Cultural Foundation (Lauri Järvi Fund)
Alexandra Nordström is a doctoral researcher in the School, Education, Society, and Culture Doctoral Programme at the University of Helsinki. She holds a Master of Social Sciences with a focus on educational sociology. Her research themes include young children’s emotion and affect, literacy practices, interaction/intra-action, multiliteracies pedagogy, and sociocultural and new materialist theories. She is a member of the Playful Learning Center and the Learning, Culture and Interventions expert group in the Faculty of Educational Sciences at the University of Helsinki. Alexandra also teaches in the bachelor and master programmes at the Faculty of Educational Sciences. She is currently the JURE coordinator of EARLI SIG 25 - Educational Theory.
"Teacher Interventions in Students’ Joint Work in a Novel Design and Making Environment". The study analyzes teacher interventions in students’ joint work in a novel digital design and making environment, focusing on which kind of situations caused teachers to intervene in students’ joint work and which intervention strategies teachers use when intervening. The data consists of video recordings that were filmed at a participating primary school, which had introduced a new design and making environment (called the FUSE Studio). The results depict what it entails from a teacher to facilitate and further students’ engagement and development of relative expertise in interest-driven peer collaboration and learning.
Learning by Making: The Educational Potential of School-Based Makerspaces for Young Learners' Digital Competencies (iMake)
Inclusive education, inclusion, educational reform, collaboration, training.
Political formation of vocational education: A comparative study of Finnish and Estonian vocational education systems. The emphasis of the research lies on a comparative study of Estonian and Finnish Vocational Education Training systems. The research adopts two methodological approaches: historical comparative approach, and critical policy analysis
Seed funding from Journal of Vocational Education and Training
Initial teacher education; education policies; teacher educators; critical social theory, comparative research. My study aims to compare the professional agency of Chilean and Finnish teacher educators in the managerial university. Its main questions are: How do academic teacher educators construct their professional agency in teacher education departments of Chilean and Finnish universities? How do they exercise agency within managerial work environments? How does this agency impact their professional agency negotiations and their career path expectations?
Design and Use of Domain-specific Programming Platforms
The nature of Christopher's doctorate is about the design and use of domain-specific programming languages. The purpose of this research is to address gaps in the literature about the design and use of three widely used programming platforms for novices, specifically on how they can support Computational Thinking (CT) development and promote positive attitudes towards programming. Christopher is also working as the Director of Digital Learning at New Nordic Schools and was previously Head of Global Research at HundrED.org in Helsinki, Finland.
Design and Use of Domain-specific Programming Platforms: Interdisciplinary Computational Thinking in EarSketch and TunePad
Petrie, C. (2022). Programming music with Sonic Pi promotes positive attitudes for beginners. Computers & Education, 179, 104409. https://doi.org/10.1016/j.compedu.2021.104409
Petrie, C. (2022). Every Child to Flourish in a Post-COVID-19 World: Eight Lessons and Visions for the Future. In Vincent-Lancrin, S., C. Cobo Romaní and F. Reimers (eds.), How Learning Continued during the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers (pp. 86–100), OECD Publishing, Paris, https://doi.org/10.1787/bbeca162-en
Petrie, C. (2021). Interdisciplinary computational thinking with music and programming: A case study on algorithmic music composition with Sonic Pi. Computer Science Education, 1–23. Retrieve from: https://doi.org/10.1080/08993408.2021.1935603
My research investigates non-formal digital game-based learning (GBL) with refugee children in Bangladesh and Pakistan. Within the scope of the project digital GBL is used to teach early-grade children the basics of numeracy and literacy with tablet computes and selected mobile applications. The children learn to read in their native language, basics of English and basic numeracy without a teacher at their own pace following learning goals that mimic those of the national curriculums of their respective countries.
See poster Lauri Pynnönen's poster presentation here: Digital Game-based Learning in Emergency Contexts
Cultural-historical activity theory; expansive learning; social movements; workplace learning
Young children and emergent literacy, multiliteracies, environmental education, digital literacy, interaction, peer dialogue, meaning making, aesthetic dimensions of learning, equal learning opportunities
Learning and Concept Formation in Digital Era, Transformation of Management Team´s Agency, Explorative and Exploitative Actions of a New Logic for Business Activity, Customer-oriented Development, Ethnographic Research Settings and Research-based Interventions
Young children and learning, agency and sense of agency, meaning making, motivation for learning, multiliteracy, children’s media and digital literacies, children’s voice, children as co-researchers
See Heidi Sairanen's poster presentation here: Agency in Early Years Educational Contexts
Learning Multiliteracy With Joy / Monilukutaitoa Opitaan Ilolla (MOI)
New forms of capability building and HRD practices, changes in work organizations and work practices, learning, generalization and concept formation, cultural-historical activity theory.
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Creativity and artistic practices as faculties for empathy development during adolescences. Critically pedagogy, aesthetic development and Identity. Visual culture, augmented & virtual reality in education. Arts based education research methods.
Skype: Live: rkangas_4
Teacher’s agency and identity in Flipped learning. The study contributes to existing research knowledge in two ways: On the one hand, it helps understand the process of conceptualization of the phenomenon of Flipped learning particularly from math teacher perspective. On the other, the study is contributing in particular to efforts at promoting a change in the teaching of mathematics.
See poster presentation: Teachers’ Agency and Identity in Flipped Learning
Changing collaborative work and learning as well as social assessment of valuation-tied decisions in and out of virtual environments. My research project applies activity theory and pragmatism. The aim of my dissertation is to study valuation as a part of organizational learning in the context of virtual environments, from augmented and mixed reality to full immersive virtual surroundings. In singular work-life projects, the aim is to form knowledge and tools for practical use.
Comparative studies on the Finnish and Chinese science curriculum. The doctoral thesis is an article-based one to investigate how aims for scientific literacy and 21st century competencies are implemented in National Primary Science Curricula in Finland and China. Further empirical research would be done based on the analysis results of the intended curriculum.
See Yan Wang's poster presentation here: Comparative Study of the National Science Curricula in Finland and China - Aiming for Science LIteracy and 21st Century Competencies
China Scholarship Council for doctoral studies
Engaging young children in sustainability education through applying design practices: ecological literacy, climate change education, playful learning, multiliteracies, design thinking, pedagogical creativity, co-creation and participatory methods.