Assessing citizen engagement and participation in science and technology, exploring the use of 'space' and 'place' in different education and learning contexts, considering the role of digital (health) literacies and technologies, and investigating 'ecological imaginations' in children.
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Social interaction, Critical thinking, Media Literacy, Perspective taking
Studying news evaluation, peer feedback and critical thinking in adolescents
Director of the Center for Research on Activity, Learning and Development CRADLE
Cultural-historical activity theory; theory and practice of expansive learning; methodology of formative interventions.
Children’s agency and sense of agency, children’s learning, development and everyday life, children’s projects, co-participatory methodology in research with children, Cultural-Historical Activity Theory
Tel: +358 40 533 4643
PhD, Adjunct Professor, Principal Investigator
Learning, development, organizational change, strategic change, organizational communication and collaboration, interprofessional working, sociocultural theories, activity theory and other practice based approaches, qualitative research methods, formative interventions and ethnography e.g. in the context of health care and social care, schools and entrepreneurship hubs.
Tel: +358 40 8232358
Pedagogy in early childhood education, children's participation, participatory learning, best practices of early childhood education, child initiated play, pathways of play, play-based learning, multi-professional co-operation in early childhood education, ethics in research methods, dialogic development of education, media education in early years.
My current interests are on boundary crossing and development of knotworking in construction industry. Furthermore, I examine transformative agency in several fields of study. I use activity-theoretically oriented ethnographic and interventionist methodologies and methods in my research.
Young people’s sense of belonging; peer relations; construction of worldviews; didactics.
Radical nationalistic worldviews of young people in Finland and Canada (starting in autumn 2017)
Sociocultural theories; Social interaction and learning and development; Human agency; Formal and informal Learning; Learning across contents; Digital learning; Multiliteracies; Pedagogy and leraning environments; Teacher professional develoment; Creativity and co-creation; Participatory research methods; Visual research
Tel: +358 50 3185221
Most of Arniika's research projects have been based on a mixed methods design. These cover her PhD works and the present projects, in which she places value learning trajectories in the center of her research interest. In her publised doctoral disseratation, Arniika examined young people’s value learning, socialization experiences and agency. She also carried out two projects on diversity in Early Childhood Education and the comprehensive school age groiup. At present, she is working on young children's value learning, and the value learning trajectories of an older participant age group. She is also working on various other smaller projects related to value learning trajectories and life histories.
Tel: +358 2941 29339 / +358 503187293
Moral and religious education, more specifically - 1) moral sensitivities such as ethical sensitivity, intercultural sensitivity, interreligious sensitivity; 2) purposeful teaching and life purposes; 3) talent development and growth mindset.
Tel: +358 2941 29865 / +358 503180309
Gifted education, conceptions of giftedness; differentiated teaching; teachers’ and students’ mindset about learning
Tel: +358 2941 29838, +358 5031 82182
Cultures of Compassion; Leadership in Early Childhood Education; Play Interactions; Social Interaction
Constituting Cultures of Compassion in Early Childhood Education, 2016-2020, Academy of Finland.
Vital Voices 2 Perspectives on (Educational) Equity on the Early Childhood Sector in Singapore: Mapping the Best Practices (Funded by Lien Foundation 01.01.2018 - 31.12.2018).
Cultural-historical activity theory; learning in technological innovations; teacher’s work and the relationship between schools and society.
Learning from projects: Managing, organizing and coordinating of building information modeling in building projects (2015-2016). For more information see also here.
The art of theorisation and theory generating research - ethnographic experimental research. Technology and materiality. Creativity, learning and development. Change as interactants creative co-construction of culture. Cultural-historical theory and cognitive domain theories on moral development and ethics. Minority- majority categorization and transgression. Observation to study development, e.g. using tablets, sociometric badges or interaction-based video observation and the quantification of observation such as in-footage coding.
Changing conversations: Study on exploring children’s reasoning and perspective-taking when booklets containing illustrative stories on peer rejection are digitalized and displayed on tablets.
How to foster awareness rather than biases? A wholeness perspective on the development of conventional beliefs. Designing an interactive app/computer game to support a playful attitude towards social conventions and challenge young people’s beliefs about gender and ethnicity building on moral questions based wihin an interview frame similar to studies on peer rejection and moral reasoning.
Collaborators: Erika Löfström University of Helsinki, Harriet Tenenbaum University of Surrey, Anna Stetsenko, City University of New York.
My work focuses on developing participatory pedagogy through narrative learning projects, as well as methodological issues of pedagogical action research. I have developed visual participatory research methods in order to perceive children’s meaningful learning experiences. My research has also centered on understanding how children’s meaningful experiences can help teachers to develop their practical theories and pedagogical actions in classrooms.
Technology mediated collaborative learning, inquiry and work; theories of learning; trialogical learning; practice methodologies - cultural-historical activity theory, pragmatism; abductive methodologies of discovery
My research involves using video data to analyze children's social interactions, and adult-child pedagogical interactions in ECEC settings. My recent research topics include emotions in social interaction, and pedagogy for children under 3 years of age.
Longitudinal study on children taken into care in Finland. Responsible researcher in the sub study Art-based Activities With Youth in Foster Care. (Academy of Finland, 2010-2013)
Tel: +358 50 3180 306
Learning, Collaborative learning, Social interaction, Peer interaction
My main research interests are computer-supported collaborative learning, digital learning environment, professional training (especially for in service teachers), space–time organization (chronotope), collaborative sense-making,qualitative research, video analysis, dialogical theory, sociocultural research, and activity theory.
technology enhanced learning, online/blended learning environments, online courses and MOOCs, learning design, learning technologies, open education, networked learning.
My work focuses on the emergence and enactment of transformative agency from the perspective of cultural-historical activity theory, how this type of agency relates to learning and how it can be identified, supported and enhanced through formative interventions within communities, educational and work settings.
Academy Research Fellowship project on “The Emergence of Agency: Foundations for Educational Change from Below” (2012-2017)
Tel: +358 04 51 35 6343
Finnish Institute of Occupational Health
Learning and development in platform economy work; service networks and relational agency in many fields of work. Proactivity, e.g. interpretive practice in robotic surgery. Collaborative tools and developmental intervention methodologies in activity theories and other practice-based approaches.
Dr. Kirsi Tirri is a full Professor of Education and a Research director at the Helsinki Collegium for Advanced Studies at the University of Helsinki. She serves as a President of the Finnish Academy of Science and Letters. She is also a Visiting Professor at the St. John's University, New York, USA. Tirri has been the President of ECHA (European Council for High Ability) for the years 2008-2012 and the President of the SIG International Studies at AERA (American Educational Research Association) for the years 2010-2013.
School pedagogy; moral and religious education; gifted education; teacher education and cross-cultural studies.
Tel: +358 2941 29838, +358 5031 82182
Developing drama and theatre education; Creativity in drama and theatre education; Creative teaching, Interaction and learning; Playfull learning
Challenge of the Empty Space (2011-). Part projects 1) What is creativity in drama and theatre education? 2) What is quality in drama and theatre education? 3) Developing Teachers' Body Awareness and Holistic Interactions Using Theatre Based Methods.
Play and imagination in early childhood science education
KETTU – kestävä tulevaisuus varhaiskasvatuksessa
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Tel: +358 50 401 5465
The role of objects and technologies in work activities, communities, and networks; cultural-historical activity theory (CHAT); application of ethnography for studying work, work change, and digitalization.
cultural-historical activity theory; developmental work research; work-related learning.