Terra

Ajattelutaidot ja tiedon ulottuvuudet vuosiluokkien 7–9 maantiedon osaamistavoitteissa ja päättöarvioinnin kriteereissä

Eerika Virranmäki, Kirsi Valta-Hulkkonen, Anne Pellikka — Wed, 20 Nov 2024 00:00:00 +0200

This research analyzes the distribution of thinking skills and knowledge dimensions in the geography learning objectives in grades 7–9 (pupils aged 13 to 16), and in the national final assessment criteria applied at the end of grade 9. The revised Bloom’s taxonomy was used as a framework for the content analysis. The results reveal that the thinking skills in the geography learning objectives mainly include understanding, applying, and analyzing, whereas the knowledge dimensions emphasize conceptual and procedural knowledge. The thinking skills in the assessment criteria are distributed by grades. For instance, grade 5 (in the grading scale from 5 to 10) includes only lower-order thinking skills, whereas only grade 9 includes all the higher-order thinking skills. The comparison between the learning objectives and the assessment criteria indicates that achieving higher grades (9–10) requires higher-order thinking skills more than the learning objectives demand. The results suggest that the alignment between the learning objectives and assessment criteria should be carefully considered in the planning and implementing of the curriculum.

Yhteisopettajuus ja sen toteutuminen yliopistossa:

Johanna Yliskylä-Peuralahti, Severi Hautala, Anni Maula, Emma Ojala — Wed, 20 Nov 2024 00:00:00 +0200

Well-functioning co-teaching contributes to students’ learning, and teachers’ professional skills and well-being, but most of the previous studies on the topic as well as pedagogical guidelines for teachers are made in basic-level education context. To fill this knowledge gap, we analysed the implementation of university-level co-teaching in geography research methodology course context. The results demonstrate the meaning of co-teaching to university teachers’ work, for the social teaching-learning environment, and for the construction of students’ geographical expertise. We show that co-teaching can positively contribute to creation of participatory teaching-learning environment and support the learning of multi-disciplinary contents. Co-teaching is thus a valid pedagogical method for courses where integration of different perspectives is essential.

Eriarvoisuuden eri muotojen näkyminen ja tuntuminen nuorten arjessa

Christina Ruth — Wed, 20 Nov 2024 00:00:00 +0200

Sodat ja konfliktit maantieteessä

Petteri Muukkonen — Wed, 20 Nov 2024 00:00:00 +0200

Lectio Praecursoria Foreign direct investments and technological advancement in the Global South

Lucía Gómez — Wed, 20 Nov 2024 00:00:00 +0200