Lumate Seminari 15.11.2023

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

• Pre-service teachers (PSTs)
• Pedagogical content knowledge (PCK). Enacted PCK (the elements of personal pPCK that are activated during.. . .)
• Coherent science teaching
  • Core ideas
  • Science process skills
  • Need-to-know
  • Make sense of phenomena
  • Teacher scaffold
• Coherence in science teacher education programs
  • Shared visions
  • Link theory and practise
  • Communicate similar ideas
• Coherent science teaching
  • Core ideas (why the students should learn about the topic)
  • Need to know (why the topic is important)
  • Knowledge-in-use/ teacher scaffold (teaching methods)