Transferring a Teaching Learning Sequence between Two Different Educational Contexts: The Case of Greece and Finland

Autor/inn/en	Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros
Titel	Transferring a Teaching Learning Sequence between Two Different Educational Contexts: The Case of Greece and Finland
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 3, S.443-463 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9786-y
Schlagwörter	Foreign Countries; Science Instruction; Mixed Methods Research; Active Learning; Inquiry; Educational Innovation; Universities; Experienced Teachers; Researchers; Elementary School Teachers; Greece; Finland + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Instructional innovation; Bildungsinnovation; University; Universität; Researcher; Forscher; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Griechenland; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01