Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Kuvaus

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.
Alkuperäiskielisuomi
OtsikkoESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)
ToimittajatOdilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs
Sivumäärä11
Vuosikerta2017
Julkaisupäivä2018
Sivut1799-1810
ISBN (elektroninen)978-1-873769-84-3
TilaJulkaistu - 2018
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaESERA 2017 - Dublin City University, Dublin, Irlanti
Kesto: 21 elokuuta 201725 elokuuta 2017

Tieteenalat

  • 516 Kasvatustieteet

Lainaa tätä

Lampiselkä, J. J., Kaasinen, A. P. M., Kinnunen, P., & Malmi, L. (2018). Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference. teoksessa O. Finlayson, E. McLoughlin, S. Erduran, & P. Childs (Toimittajat), ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) (Vuosikerta 2017, Sivut 1799-1810)
Lampiselkä, Jarkko Juhani ; Kaasinen, Arja Päivi Maaria ; Kinnunen, Päivi ; Malmi, Lauri. / Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference. ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017). Toimittaja / Odilla Finlayson ; Eilish McLoughlin ; Sibel Erduran ; Peter Childs. Vuosikerta 2017 2018. Sivut 1799-1810
@inproceedings{29dcd292664748b586b82f3a36f08c8a,
title = "Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference",
abstract = "This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselk{\"a}, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.",
keywords = "516 Kasvatustieteet",
author = "Lampiselk{\"a}, {Jarkko Juhani} and Kaasinen, {Arja P{\"a}ivi Maaria} and P{\"a}ivi Kinnunen and Lauri Malmi",
year = "2018",
language = "suomi",
volume = "2017",
pages = "1799--1810",
editor = "Odilla Finlayson and Eilish McLoughlin and Sibel Erduran and Childs, {Peter }",
booktitle = "ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)",

}

Lampiselkä, JJ, Kaasinen, APM, Kinnunen, P & Malmi, L 2018, Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference. julkaisussa O Finlayson, E McLoughlin, S Erduran & P Childs (toim), ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017). Vuosikerta 2017, Sivut 1799-1810, ESERA 2017, Dublin, Irlanti, 21/08/2017.

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference. / Lampiselkä, Jarkko Juhani; Kaasinen, Arja Päivi Maaria; Kinnunen, Päivi; Malmi, Lauri.

ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017). toim. / Odilla Finlayson; Eilish McLoughlin; Sibel Erduran; Peter Childs. Vuosikerta 2017 2018. s. 1799-1810.

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

TY - GEN

T1 - Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

AU - Lampiselkä, Jarkko Juhani

AU - Kaasinen, Arja Päivi Maaria

AU - Kinnunen, Päivi

AU - Malmi, Lauri

PY - 2018

Y1 - 2018

N2 - This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.

AB - This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.

KW - 516 Kasvatustieteet

M3 - Konferenssiartikkeli

VL - 2017

SP - 1799

EP - 1810

BT - ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)

A2 - Finlayson, Odilla

A2 - McLoughlin, Eilish

A2 - Erduran, Sibel

A2 - Childs, Peter

ER -

Lampiselkä JJ, Kaasinen APM, Kinnunen P, Malmi L. Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference. julkaisussa Finlayson O, McLoughlin E, Erduran S, Childs P, toimittajat, ESERA 2017 Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017). Vuosikerta 2017. 2018. s. 1799-1810