Main features of an ideal learning space: A user-based description

This paper presents a method to define an ideal learning space from a key user perspective. The target group, upper secondary school students in a Finnish city, was addressed through two online surveys. In these we sought to establish the features that the students considered to be most important in a learning space. The aim was to adapt the redevelopment of school premises to the users’ cultural practices. Two survey methods were employed in the surveys. In the first, students described in their own words what makes an ideal learning space. In the second, students assessed a list of 21 features using a three-point scale. They also assessed a list of 19 learning space factors in terms of their negative impact on learning. Furthermore, the students indicated the top four features on the list of positive impacts on learning. The three lists were then aligned in the analysis to discern possible discrepancies. Finally, in order to establish the main characteristics of an ideal learning space, the top-feature lists were compared to the students’ verbal descriptions of an inspirational and motivational learning space

Challenges of teaching and studying programming at a university of technology - Viewpoints of students, teachers and the university

This thesis analyses the challenges of the instructional process at a university of technology from the viewpoints of students, teachers and the university administration. The first research question concerns the difficulties students encounter when they study computer programming. Special attention was given to the students' reasons for dropping out of the introductory programming course (CS1). The second research question concerns computer science teachers' conceptions of studying and teaching. The third research question concerns how the instructional process was seen at the teaching organisation level. These three viewpoints represent holistic approach to the challenges of the instructional process. General System Theory (GST) was used as the framework throughout the theoretical and empirical parts of this thesis. Three analysis models were developed: the "dimension doughnut", the three-layered didactic triangle and the feedback loop. These tools were used as starting points for developing the categorisation of earlier literature based on its didactic focus, and to analyse systematically the collected empirical data. The empirical data was collected from students in the introductory programming course, computer science teachers, representatives of the administration and formal documents. Both qualitative and quantitative research methods were utilised. The results suggest that the students' reasons for dropping out of the CS1 course were manifold and that they tend to cumulate. On average, dropped out students reported ten reasons that contributed to their decision, of which four affected their decision critically. The reasons included: course arrangements, difficulties to understand course topics, difficulties with time management, no consequences for dropping out, and preference for other courses. Computer science teachers' conceptions of studying were often content oriented. The teachers considered theory and concepts of computer science and the ability to apply knowledge to be the most difficult for the students. The experiences from the previous years courses and customs affected greatly the teaching process. Due to the large-scale courses, it was difficult to make adjustments to the ongoing course. The analysis of the formal documents and interview data of the administrative personnel revealed problematic aspects. For example, goal setting and planning were substance oriented. As a result, soft skills were not systematically discussed or taught during the studies. Moreover, the collection of feedback was not systematic and collected feedback was not always utilised. The results highlighted how students', teachers' and organisation's instructional processes interrelated

Towards circular economy in the mining industry : implications of institutions on the drivers and barriers for tailings valorization

The main objective of this thesis is to advance knowledge of circular economy business potential in the mining industry. Mining and metal companies have been almost totally lacking from the circular economy conversation. In the light of this gap, there is a clear need to understand the business potential for circular economy also in the mining and metals sector. The development of circular economy model for the mining industry has clear potential to solve the challenges related to the shortage of mineral resources, waste of resources and environmental pollution with subsequent economic profits. Metals are needed for modern applications to increase our standard of living e.g. in renewable energy production and high-tech products. Sustainable development goals of the United Nations for global economic development and environmental sustainability result in the wide utilization of various minerals for green technologies. In addition to economic and societal benefits, mining has produced significant amounts of mining and quarrying waste called tailings. Tailings have the potential to be transformed from hazardous waste to potentially valuable secondary metal sources. The valorization of mining waste could add to the raw materials supply, and subsequently reduce the environmental impact. Circular economy concepts can help to create value from mining waste. Institutions emerging via regulative, normative and cognitive processes have a huge effect on the behavior of corporations. Circular economy itself has been considered as an institution. Institutional theory suggests that uncertainty and innovation characterize a new field. Organizations tend to mimic the successful organizations to overcome the uncertainty. When the field is mature, almost all organizations in the field follow the same kinds of rules and structures. The utilization of circular economy concepts needs advancements in filling the knowledge gaps of business opportunities, drivers and barriers. The drivers, needs and barriers for tailings valorization in the mining industry were identified in the workshop and theme interviews in this study. The results pointed out, that there is clear potential for the tailings valorization in the long-term, even though this potential has remained underexplored. The identified opportunities and drivers were categorized under circular economy mindset, and technological, environmental, institutional and economic drivers. The needs were new value chains, technology development, a decrease in the amount of waste, stability, taxation and predictability of regulation. Challenges and bottlenecks were categorized under new value chains, technological, environmental, institutional, economic and knowledge bottlenecks. Identification of drivers and barriers could accelerate the transformation towards circular economy in the mining industry. By understanding the circular economy business potential for tailings valorization in the mining sector, the study provides support for designing and implementing circular business in the mining sector. Even though there are several institutional initiatives to move the mining industry from linear to circular economy, also barriers to such transformation exist. There is clear business potential for metals recovery from mining waste in the future, but the identified barriers need to be addressed both by companies and by institutional stakeholders to speed up the transformation. This thesis is based on the article “Towards circular economy in mining: Opportunities and bottlenecks for tailings valorization” by Kinnunen and Kaksonen (2019) published in the Journal of Cleaner Production and reprinted with permission from Elsevier in Appendix 3 in this thesis

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe

Co-Teaching is Great! - But Only if There is Time : Teacher Perspectives on Online Co-Teaching

In response to recent societal trends and growing demand for online education, several higher education institutions are building online curriculums and collaborating in teaching. There is an extensive body of literature of student experiences in online teaching, but more research is needed on teacher experiences, especially when courses are co-taught across universities. To examine the advantages and challenges of co-teaching in large-scale online courses, we collected survey and interview data during 2017-2019 from 16 teachers who have been teaching in the national “LITO - basic business studies” online module. Based on a qualitative analysis, the advantages and challenges were classified into three distinct categories: teacher, student, and university levels. All in all, numerous important benefits were identified, with peer-support, sharing, and networking being among the more significant ones. Organizational support for co-teaching was identified as being a critical factor enabling the benefits.© 2020 Association of Business Schools Finlandfi=vertaisarvioitu|en=peerReviewed

Co-Teaching is Great! - But Only if There is Time : Teacher Perspectives on Online Co-Teaching

In response to recent societal trends and growing demand for online education, several higher education institutions are building online curriculums and collaborating in teaching. There is an extensive body of literature of student experiences in online teaching, but more research is needed on teacher experiences, especially when courses are co-taught across universities. To examine the advantages and challenges of co-teaching in large-scale online courses, we collected survey and interview data during 2017-2019 from 16 teachers who have been teaching in the national “LITO - basic business studies” online module. Based on a qualitative analysis, the advantages and challenges were classified into three distinct categories: teacher, student, and university levels. All in all, numerous important benefits were identified, with peer-support, sharing, and networking being among the more significant ones. Organizational support for co-teaching was identified as being a critical factor enabling the benefits.Peer reviewe

Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

Peer reviewe

Didactic Focus Areas in Science Education Research

This study provides an overview of the didactic focus areas in educational research in biology, chemistry and physics, seeking to identify the focus areas that are investigated frequently and those that have been studied rarely or not at all. We applied the didactic focus-based categorization analysis method (DFCM), which is based on an extension of the didactic triangle. As the data set, we used 250 papers published in the Nordic Studies in Science Education (NorDiNa) between 2005 and 2013, and the European Science Education Research Association (ESERA) 2013 conference proceedings covering education at upper secondary and tertiary levels. The results show that the teacher’s pedagogical actions and the student–content relationship were the most frequently studied aspects. On the other hand, teachers’ reflections on the students’ perceptions and attitudes about goals and content, and teachers’ conceptions of the students’ actions towards achieving the goals were studied least. Irrespective of the publication forum, the distributions of foci to different categories were quite similar. Our historical analysis completes the recent studies in the field as it is based on the theory driven categorization system instead of the data driven approaches used by the previous researchers. Moreover, our further observations on more recent publications suggest that no significant changes have taken place, and therefore wider discussion about the scope and the coverage of the research in science education is needed