Pupils’ readiness for self-regulated learning in the forethought phase of Exploratory Production

Metsärinne, Mika; Kallio, Manne; Virta, Kalle

doi:10.1007/s10798-014-9273-0

Cited by 11 publications

(5 citation statements)

References 30 publications

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“…Peruskoulun oppilaiden (mm. Metsärinne, Kallio & Virta, 2015;Kontturi, 2016) ja luokanopettajaopiskelijoiden (mm. Räisänen, Postareff & Lidblom-Ylänne, 2016;Saariaho-Räsänen, 2020;Virta, 2006;Virtanen, 2019;ks.…”

Section: Johdantounclassified

Itsesäätelytaidot ja kiinnittyminen opettajaopintojen käsityössä

Vastimo

2022

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Oppimisen itsesäätelyn taidoilla on todettu olevan yhteys akateemisissa opinnoissa menestymiseen. Tämä käsityöopintojen aikana toteutettu kvantitatiivinen tutkimus käsittelee Oulun yliopiston luokanopettajaopiskelijoiden (N = 156) oppimisen itsesäätelytaitoja käsityöopintojen alkuvaiheessa. Tutkimusaineisto kerättiin Motivated Strategies for Learning Questionnaire -kyselyn (MSLQ; Pintrich, Smith & Garcia, 1993) avulla. Tutkimuksen mukaan opiskelijoiden itsesäätelytaidot eri oppimisstrategioiden käytössä olivat hyvällä tasolla, mikä ilmeni erityisesti ponnisteluiden säätelyssä ja avun hakemisessa. Opiskelijat, joilla oli hyvät oppimisen itsesäätelyn taidot, raportoivat myös korkeampaa kognitiivista kiinnittymistä käsityöopintoihin. Opintojaksolla suoriutumisella ja oppimisen itsesäätelytaidoilla oli yhteys myös opettajaopiskelijoiden käsityöharrastuneisuuden kanssa. Self-regulation skills and study engagement among teacher education students in craft studies Abstract Self-regulation skills have been found to be associated with success in academic studies. This quantitative research on self-regulation skills was carried out within a handicraft course for teacher education students (N = 156) at the University of Oulu in the early stages of craft studies. Research data was collected with the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith & Garcia, 1993). According to this research, students' self-regulatory skills in using different learning strategies were good, which was particularly evident in regulating their own efforts and help seeking. At the same time, good self-regulation learning strategies skills was related to students' higher cognitive engagement in craft studies. Teacher students' craft hobbies were also related to course performance and self-regulation skills in the course. Keywords: self-regulation skills, study engagement, student teachers, craft education

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Section: Johdantounclassified

Itsesäätelytaidot ja kiinnittyminen opettajaopintojen käsityössä

Vastimo

2022

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“…Learning tasks and producing tasks in the C & T subject could be even more related to pupils' own technological and functional experiences. More effort should be given to support pupils' readiness to regulate goals for their own technological production activities (Kallio, & Virta, 2014). Acquiring upon their emotions to get involved in the topic such as by having an example or watching a video may help a lecturer attract the students' attention so that they can become more ready to study.…”

Section: Minangkabaunesementioning

confidence: 99%

Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks

et al. 2020

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Considering the students’ emotion is essential in having the students to learn. Most Minangkabaunese students do not like being dictated for any activities with a thousand words. This paper is aimed at finding out some techniques of using intertextuality to balance lecturer-students’ power relations when communicating learning tasks. This research is qualitative with content analysis. Data were collected from six lecturers, teaching at Sekolah Tinggi Keguruandan Ilmu Pendidikan, Persatuan Guru Republik Indonesia (STKIP PGRI), selected purposively. Techniques of observation and video recording were used in collecting data. The discourse was transcribed and categorized into some techniques of using examples based on the content called content analysis.A contextual analysis was used to show lecturer-students’ power relations and formulated proposition. Findings show that the techniques of using intertextuality includeShowing Techniques of Doing Tasks (STDT), Giving Example of the Task Topic (GETT), and UERS. Using STDT had an impact on students’ readiness to learn. Meanwhile, Using GETT enhances students’ language development. Finally, Using Example of Real Situations (UERS) gives students’ opportunity to have a learning experience. Moreover, the techniquescause the lecturer and students to have a balanced power relation. The findings are significant for teachers or lecturers as guidance to communicate with students efficiently and effectively. They are expected not to dominate communication when interacting with them, especially to those who have excessive individualism. Other researchers who are interested in studying this topic are expected to be inspired to research this area viewed from other viewpoints.

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“…The learning outcomes questionnaire was constructed using the most common and important learning contents of the Technical and Textile approaches, as identified by a group of experts and subject teachers. Specifically, the questionnaire comprised questions on Tools and Materials, Construction and Methods, Technological Literacy, Product Planning, Safety Awareness and Sustainability (Metsärinne, 2011;Metsärinne, Kallio & Virta, 2014).…”

Section: Measures and Participantsmentioning

confidence: 99%

Students’ conceptions of learning and learning outcomes in Technology Education

Metsärinne

Kallio

2017

AJTE

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The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the on-going research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish• reports of research,• articles based on action research by practitioners, • literature reviews, and • book reviews. Publisher: The Technology, Environmental, Mathematics and Science (TEMS) Education ResearchCentre, which is part of the Faculty of Education, The University of Waikato, publishes the journal.

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Pupils’ readiness for self-regulated learning in the forethought phase of Exploratory Production

Cited by 11 publications

References 30 publications

Itsesäätelytaidot ja kiinnittyminen opettajaopintojen käsityössä

Itsesäätelytaidot ja kiinnittyminen opettajaopintojen käsityössä

Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks

Students’ conceptions of learning and learning outcomes in Technology Education

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