How do exemplary Finnish science teachers support students' learning and engagement?

Pirkko Kärnä, Veli-Matti Vesterinen, Maija Katariina Aksela

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review


This ethnographical study focuses on the practice of two highly effective Finnish
comprehensive school science teachers. Through exploration of their classroom practice, we wanted to understand how these exemplary teachers support learning and student engagement in their classrooms. The qualitative analysis of teachers practice was based on the interviews of the teachers as well as on the field notes of classroom observations. Although the teachers’
personalities clearly influence their instructional choices, we also found some communality in the ways the teachers supported learning and student engagement. Both observed teachers were systematic and goal oriented in the selection of teaching methods, as well as highly aware on what happened in their classroom and the consequences of their methodological choices. Based on the analysis, the mutual respect and trust shown in the interactions between the observed teachers and their students was the most crucial element of effective teaching. Both teachers also focused on explaining ideas and concepts as well guided students on making observations and inferences during inquiry tasks. We believe that a detailed contextual description of the main elements exemplary teachers practice associated with relevant educational theory, such as the one presented in this study, might be useful and inspiring for teachers in other places and contexts. Thick descriptions of practice can also help researchers in coming up with new
research questions about the elements of effective science teaching.
Bidragets titel på inmatningsspråkKuinka esimerkilliset suomalaiset luonnontieteiden opettajat tukevat oppilaiden oppimista ja sitoutumista?
Titel på gästpublikationScience Education Research : Engaging learners for a sustainable future
RedaktörerJari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl
Antal sidor7
FörlagEuropean Science Education Research Association ESERA
ISBN (elektroniskt)978-951-51-1541-6
StatusPublicerad - 2016
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangConference of the European Science Education Research Association (ESERA) - Helsinki, Finland
Varaktighet: 31 aug 20154 sep 2015
Konferensnummer: 11


NamnESERA Conference Proceedings


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