Lumate Seminari 15.11.2023: Difference between revisions

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** foodl collector
** foodl collector
** Lights of reminder
** Lights of reminder
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* Four schools with 4th graders (1 Johannesburg, 3 Fi)
*  
** How to implement in different context
 
** Teacher training before projects; teacher co-operations
* Findings: Project is non-linear, structures practises help, self-report-tool helps focus, at the beginning the problem can be open, simultaneously occurs multiple thinking skills.
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*


'''Coherence in science teacher education: integration between theory and practice'''
'''Coherence in science teacher education: integration between theory and practice'''

Revision as of 16:41, 15 November 2023

The role of computation, creative and critical thinking skills and practices in invention projects Lecturer Perttu Ervelius, University of Helsinki

  • 4th graders, context of robotics (LEGO Spike)
  • What kind of affordances for critical, creatibe and computational thinking occurs during invention project
  • Lack of researcj in CreT and CriT
  • Pedagogical solution; design more engaging and effective projects
  • CreT: Divergent, Convergent, Inspirational, Lateral, Aesthetic, System
  • CriT: Interpretation, analysis, Evaluation, Inference, Reasoning
  • ComT: Decomposition, data collection, patterns, abstraction, algorithm, parallelism, efficiency, automation, debugging, iteration
  • Invention project: Recognise the challenge, generate solutions, design the prototype, test. . .
    • Acquire information, ideate, improve, evaluate, present
  • Methodologies and collected data: Validates assesments about CT skills; experience sample methods (ESM), videoanalysis, interview with specific students.
  • Details
    • 4x2h lesson with 4th grade students
    • Two teachers
    • Topic: UNESCO 2030 goals and students' curriculum
    • the problem in students' own context
    • building a prototype to solve the problem
    • ideation, feedback, presentation
  • Lessons
    • refresh the block coding basics
    • idea generator methods and choosing your challenge
    • adding more functions to the prototype
    • finalizing the prototype and the final gala show
  • Inventions
    • Blind helper
    • Argument solver
    • Don't stay too long in shower
    • foodl collector
    • Lights of reminder
  • Four schools with 4th graders (1 Johannesburg, 3 Fi)
    • How to implement in different context
    • Teacher training before projects; teacher co-operations
  • Findings: Project is non-linear, structures practises help, self-report-tool helps focus, at the beginning the problem can be open, simultaneously occurs multiple thinking skills.

Coherence in science teacher education: integration between theory and practice Teacher, doctoral researcher Henri Hämäläinen, University of Helsinki

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