Disciplinary contextualisation of transversal competence in Finnish local curricula: the case of multiliteracy, mathematics, and social studies

Palsa, Lauri; Mertala, Pekka

doi:10.1080/20004508.2020.1855827

Cited by 15 publications

(15 citation statements)

References 31 publications

(36 reference statements)

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“…What this research contributes to the broader educational community is the knowledge that it is possible to expand communicational options for students in higher educational settings and across disciplines (Palsa & Mertala, 2020;Strickland, 2019). From a pedagogical perspective, there are certain points to consider in the application of multimodal texts.…”

Section: Discussionmentioning

confidence: 99%

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Loerts¹

2022

L & L

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This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.

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Section: Discussionmentioning

confidence: 99%

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Loerts¹

2022

L & L

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“…The English language skills of Thai people need to be improved so that they can communicate with international tourists as Thailand is well known for its hospitality and tourism industry, with millions of international arrivials each year (Tourism Authority of Thailand, 2020). A large number of previous studies on English language and communication (e.g., Kress, 2003;Schleppegrell, 2004;Palsa & Mertala, 2020) have focused on the development of English pedagogical strategies, multiliteracy skills, and communication abilities of children, primary school students and university students in academic settings. For example, Atabekova, Lutskovskaia, and Gorbatenko (2021) conducted a study with university law students who study ESP, to explore the multiliteracy skills and abilities of students to engage in efficient multilingual communication in various professional settings.…”

Section: English Language and Communicationmentioning

confidence: 99%

Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand

Chanpradit¹

2022

JEL

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A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observation, and analyzed using descriptive statistics such as mean and standard deviation. Content analysis was also applied. The results indicated that the learning outcomes of the adult learners improved significantly as the posttest mean scores were higher than the pretest mean scores at the statistical significance level (p < .05). The satisfaction levels of adult learners with the course were rated overall as very satisfied regarding teaching competencies, materials and methods, activities, learning facilitation, and knowledge and understanding of lessons. The study suggests that an English language development curriculum for adult learners should concentrate on learner needs and interests with the aim of presenting everyday English situations in an effort to enable learners to apply English language knowledge and skills to their professions. Furthermore, collaboration between native and non-native English speakers along with the utilization of technology in a positive learning environment is seen as necessary to enhance adult learning.

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“…Kajian tinjauan dipilih sebagai reka bentuk kajian bagi penyelidikan ini untuk menganalisis kandungan dalam dokumen kurikulum Matematik sekolah rendah tahun 3 hingga 6 bagi negara Malaysia dan Finland. dokumen kurikulum Matematik negara Finland iaitu tujuh bidang kompetensi transversal yang dinombori sebagai singkatan (T1, T2, T3, T4, T5, T6 dan T7) yang dikaitkan dengan objektif umum tanpa penerangan yang lebih khusus (Palsa & Mertala, 2022). Menurut NCCBE 2014, guru dan pentadbir di sekolah akan bertanggungjawab membuat keputusan dan menentukan pelaksanaan kecekapan transversal murid berdasarkan objektif tahap gred yang berbeza iaitu gred 1 hingga 2, 3 hingga 6, dan 7 hingga 9.…”

Section: Metod Kajianunclassified

“…Dalam kandungan dokumen tersebut menyatakan bahawa murid mempunyai hak untuk menunjukkan pengetahuan dan kemahiran mereka dengan cara yang berbeza, baik pada penilaian yang ditadbir oleh guru atau penilaian kendiri oleh murid itu sendiri. Pentaksiran mesti dilakukan dengan pelbagai cara, dengan mengambil kira umur dan keupayaan murid itu sendiri seperti melalui bahasa pertuturan, penggunaan alat, melukis dan kerja bertulis (Hemmi et al, 2018;Palsa & Mertala, 2022;Venäläinen et al, 2020). Selain itu, ketepatan penyelesaian masalah, proses kerja murid dan kerja berkumpulan turut dinyatakan di dalam dokumen kurikulum tersebut.…”

Section: Metod Kajianunclassified

Analisis Perbandingan Kurikulum Matematik Tajuk Ruang Sekolah Rendah di Malaysia dan Finland

Yusoff

Rosli

2022

MJSSH

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Kurikulum Standard Sekolah Rendah (KSSR) Matematik Tahun 3 hingga 6 dan kurikulum Matematik Gred 3 hingga 6 di Finland mempunyai persamaan dari segi menghasilkan pembelajaran ke arah positif perkembangan murid-murid. Kajian tinjauan ini bertujuan untuk mengenal pasti kandungan Matematik bagi tajuk ruang dalam bidang sukatan dan geometri yang terkandung dalam standard pembelajaran antara dua kurikulum negara tersebut. Penyelidikan ini menggunakan Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Semakan 2017 bagi Tahun 3 hingga 6 dan dokumen National Core Curriculum for Basic Education 2014, mata pelajaran Matematik bagi Gred 3 hingga 6 sebagai sampel kajian. Data kajian ini dikumpulkan secara kualitatif dan dianalisis secara kuantitatif. Dapatan kajian menunjukkan terdapat perbezaan dari segi skop dan bilangan standard pembelajaran, yang mana DSKP Matematik mempunyai banyak kandungan pembelajaran yang ingin diterapkan kepada murid-murid dari tahun 3 hingga 6. Manakala persamaan kurikulum Malaysia dan Finland dapat dilihat dari segi pembelajaran berasaskan murid. Kedua-dua negara menerapkan pembelajaran sambil bermain. Selain itu, penemuan kajian ini menyerlahkan kepentingan perbandingan kurikulum merentas negara untuk meningkatkan pemahaman tentang perbezaan dalam peluang pembelajaran murid-murid merentas negara yang berbeza.

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Disciplinary contextualisation of transversal competence in Finnish local curricula: the case of multiliteracy, mathematics, and social studies

Cited by 15 publications

References 31 publications

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand

Analisis Perbandingan Kurikulum Matematik Tajuk Ruang Sekolah Rendah di Malaysia dan Finland

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