Projects per year
The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level.
|Translated title of the contribution||Inklusiivisista opetuskäytänteistä henkilökohtaisiin opiskelutapoihin: Oppilaat ja opettajat yhteiskehittämässä digitaalisesti tuettua luonnontieteiden opiskelua|
|Award date||29 May 2020|
|Place of Publication||Helsinki|
|Publication status||Published - 29 May 2020|
|MoE publication type||G5 Doctoral dissertation (article)|
Fields of Science
- 516 Educational sciences
Growing Mind: Educational transformations for facilitating sustainable personal, social, and institutional renewal at the digital age.
15/01/2018 → 31/12/2023
Project: Research project
Hakkarainen, K., Lavonen, J., Seitamaa-Hakkarainen, P., Salmela-Aro, K., Juuti, K., Korhonen, T., Sormunen, K., Koskinen-Salmia, A., Kangas, K., Vaahtokari, A., Muhonen, S., Myllyntausta, S., Stenberg, K., Maskonen, T., Bosch, N., Davies, S. M., Lahti, H. & Salo, L.
01/09/2015 → 31/08/2019
Project: Research project