Speaker
Peitsa Veteli
(Helsinki Institute of Physics (FI))
Description
To teach effectively, teachers should be capable of presenting clear and cogent arguments about their subjects. This is especially true in empirical sciences, where many curricula aim to make the students understand how scientific thinking on various fields of study creates new knowledge. Computational essays and open data from today’s research world can provide structural support and authentic contextualisation for developing such skills while promoting epistemic agency in the learners. We present findings from the second iteration of a pre-service teachers’ field course combining interaction with working experts and data analysis via the medium of computational essays.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Full curriculum |
| Research focus | Other |
| Research method | Mixed method (qualitative & quantitative) |
| Organizing preference criteria | Education level |
Author
Peitsa Veteli
(Helsinki Institute of Physics (FI))
Co-author
Dr
Maija Nousiainen
(Helsinki University Department of Physics)
