Transferring a Teaching Learning Sequence Between Two Different Educational Contexts: the Case of Greece and Finland

Anna Spyrtou, Jari Lavonen, Anastasios Zoupidis, Anni Loukomies, Dimitris Pnevmatikos, Kalle Juuti, Petros Kariotoglou

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11-12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of "how" this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students' improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group.
Original languageEnglish
JournalInternational Journal of Science and Mathematics Education
Volume16
Issue number3
Pages (from-to)443-463
Number of pages21
ISSN1571-0068
DOIs
Publication statusPublished - Feb 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Control of variables strategy
  • Floating-sinking phenomena
  • INQUIRY
  • Teaching-Learning Sequences
  • Transferring educational innovations
  • KNOWLEDGE DISSEMINATION
  • CONCEPTUAL CHANGE
  • SCIENCE
  • MODELS
  • VARIABLES
  • DENSITY
  • DESIGN

Cite this

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abstract = "In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11-12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of {"}how{"} this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students' improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group.",
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author = "Anna Spyrtou and Jari Lavonen and Anastasios Zoupidis and Anni Loukomies and Dimitris Pnevmatikos and Kalle Juuti and Petros Kariotoglou",
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Transferring a Teaching Learning Sequence Between Two Different Educational Contexts : the Case of Greece and Finland. / Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros.

In: International Journal of Science and Mathematics Education, Vol. 16, No. 3, 02.2018, p. 443-463.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Pnevmatikos, Dimitris

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AU - Kariotoglou, Petros

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