Browsing by Subject "tutkiva puhe"
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(2018)Objective of the study. In university pedagogy, research has traditionally concentrated more on students’ learning than on the university teacher’s activities and instructional processes. The aim of this study is to investigate interactive dialogues and the ways in which they perform during university lectures, from the point of view of the university teacher. The study uses Mercer’s theoretical approach, which is used in the analysis of the language used in teaching situations. The research questions of this study are: 1) what kind of teaching phases do the university lectures consist of? 2) what kind of interactive dialogues and modes of talk feature in these lectures? 3) how do these modes of interactive talk make themselves visible in the various teaching phases of the lectures? Methods. The research material of this study consists of video material, containing 4 lectures, each 90 minutes in length. The data were collected in the research project ”Interaction between Teaching and Learning in Higher Education” at the Helsinki University Centre for Research and Development of Higher Education. The data were transcribed and then analysed using theory-based content analysis. Results and conclusions. The analysis showed that all four lectures have an almost identical structure. The teaching phases of the lectures are: the opening phase, the roll-call, group work and its results, the teacher’s discourse and the closing phase. Sporadic talk was typical of the interactive dialogue in the opening phase. Episodes of sporadic talk could be found in the opening phases. In the activating group work of students and the discussions that followed them with the teacher, there occurred the most frequent episodes of exploratory talk, which deepened the interactive dialogue as far as the level of constructing knowledge. Virtually the same number of sporadic and cumulative talk were also present in this phase of the lecture. It was during the teacher’s discourse that the majority of the episodes of interactive dialogue occurred. A majority of them were sporadic talk, but also included episodes of cumulative and exploratory talk. It became clear that each phase of group work and the teacher’s discourse included interactive dialogue both as sporadic and cumulative as well as exploratory talk. Interactive dialogue increased substantially during the various phases of the group work, first within the groups and the discussions that followed, and then during the phases of the teacher’s discourse. The result of the study underlines the pedagogical importance of group work and other activating forms of teaching in higher education aiming at interactive teaching.
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(2007)Participation and social modes of thinking - An intervention study on the development of collaborative learning in two primary school small groups This study explores the thinking together -intervention programme in three primary school classes. The object of the intervention was to teach pupils to use exploratory talk in small group collaboratory learning. Exploratory talk is a type of talk in which joint reasoning is made explicit. Research has shown that exploratory talk can improve mathematics and science learning, argumentative skills and competence in reasoning tests. The object of this study was to investigate the theory of social modes of thinking which the intervention program is based on. I tried to find out how the thinking together -intervention programme suits the Finnish context. Therefore my study is part of an international research project of interventions that have been implemented for example in Great-Britain and in Mexico. One essential drawback in former research made on thinking together -approach is that the nature of participation has not been studied properly. In this study I also examine how the nature of participation develops in small groups. In addition to that I aim to develop a theoretical framework which includes both the perspectives of the social modes of thinking and the nature of participation. The perspective of this study is sociocultural. The research material consists of video recordings of collaborative learning tasks of two small groups. In groups there were pupils of age groups 9 - 11. I study the nature of participation using both qualitative and quantitative methods. Quantitative methods include for example IR-analysis method and counting of turns at talk and words. I also use qualitative content analysis to analyze both the nature of participation and social modes of thinking. As a result of my study I found out that the interaction of the other group was leadership based and in the other group the interaction was without leadership relations. In both groups the participation was quantitatively more symmetrical in the end of the intervention. In the group in which the interaction was leadership based the participation of the pupils was more symmetrical. Exploratory talk was found more in the group without leadership relations, but in both groups the amount of exploratory talk was increased during the intervention. Leadership based interaction was further divided into interaction of alienating and inclusive leadership according to how symmetrical the participation was in the dialogue. Exploratory talk was found only when the leadership was inclusive or the interaction was without leadership relations. The main result of the study was that the exploratory talk was further divided into four subcategories according to the nature of participation. In open and inclusive exploratory talk all group members participated initiatively and their initiatives were responded by others. In closed and uneven exploratory talk some group members couldn't participate properly. Therefore it cannot be said that exploratory talk guarantees symmetrical participation. The nature of participation must be investigated separately.
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