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[{"key": "dc.contributor.advisor", "value": "Haimi,Jari", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Salonen, Sini", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2018-05-12T08:59:42Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2018-05-12T08:59:42Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2018", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1870314", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/57942", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Uuden suomalaisen perusopetuksen opetussuunnitelman my\u00f6t\u00e4 vuorovaikutuksen merkitys korostuu yh\u00e4 enemm\u00e4n opetuksessa. Oppilaita aktivoivat tutkivan oppimisen ty\u00f6tavat ovat yleistyneet tavanomaisen opettajajohtoisen opetuksen rinnalla ja lis\u00e4ksi painotetaan opetusmenetelmien monipuolisuutta sek\u00e4 opetuksen eriytt\u00e4misen t\u00e4rkeytt\u00e4. Viimeisimpien tutkimustuloksien tukemana formatiivisen arvioinnin n\u00e4hd\u00e4\u00e4n vaikuttavan sek\u00e4 opettamiseen ett\u00e4 oppilaiden oppimiseen positiivisesti. Formatiivinen eli jatkuva arviointi mahdollistaa opetuksen kohdentamisen ja muokkaamisen jo oppimisprosessin aikana. Tutkimuksen tavoitteena oli selvitt\u00e4\u00e4 keskustelusyklien esiintymist\u00e4 ja laatua opettajajohtoisessa sek\u00e4 tutkivan oppimisen opetuksessa. Lis\u00e4ksi selvitettiin h\u00e4iri\u00f6tekij\u00f6iden vaikutusta formatiiviseen arviointiin. Keskustelusykleill\u00e4 tarkoitetaan ESRU-syklej\u00e4 (Elicit, Student response, Regocnize, Use), jotka ovat oppitunneilla esiintyvi\u00e4 keskustelurakenteita. Niiden on havaittu parantavan oppimistuloksia, ja t\u00e4ss\u00e4 tutkimuksessa ne toimivat formatiivisen arvioinnin laadun mittareina. Tutkimuskohteena oli yl\u00e4koulun 9. luokan biologian viisi oppituntia. Tutkimuksessa analysoitiin keskustelusyklej\u00e4, joita muodostui oppilaiden ja opettajan v\u00e4lille oppituntien aikana. Tutkimuskysymykset olivat 1) miten ESRU-syklien m\u00e4\u00e4r\u00e4\u00e4n ja laatuun vaikuttaa opettajalle jo ennalta annettu ohjeistus avoimien kysymyksien esitt\u00e4miseen? ja 2) l\u00f6ytyyk\u00f6 tutkivassa oppimisessa sellaisia h\u00e4iri\u00f6tekij\u00f6it\u00e4, jotka aiheuttavat keskustelusyklien katkeamista siit\u00e4 huolimatta, ett\u00e4 opettaja tietoisesti yritt\u00e4\u00e4 luoda niit\u00e4 ja selvitt\u00e4\u00e4 oppilaiden ymm\u00e4rryksen tasoa? Opettajan esitt\u00e4m\u00e4t kysymykset oppituntien aikana kategorisoitiin avoimiin ja suljettuihin kysymyksiin. Opettajalle ennalta annettu ohjeistus vaikutti ESRU-syklien esiintymiseen hillitsev\u00e4sti. H\u00e4iri\u00f6tekij\u00f6it\u00e4 esiintyi keskim\u00e4\u00e4rin enemm\u00e4n tutkivan oppimisen opetusmenetelm\u00e4ss\u00e4 verrattuna opettajajohtoiseen opetukseen. Ennen ohjeistuksen antamista keskustelusyklin katkaisseita h\u00e4iri\u00f6tekij\u00f6it\u00e4 havaittiin molemmissa opetusmuodoissa. Opettajalle ennalta annettu ohjeistus ja tietoinen keskustelusyklien luominen v\u00e4hensi h\u00e4iri\u00f6tekij\u00f6ist\u00e4 johtuvia keskustelusyklien katkeamisia. Tutkimuksen laadullinen luonne ja pieni otanta mahdollisesti vaikuttivat osittain siihen, ett\u00e4 hypoteesin vastaisesti opettajalle annettu ohjeistus formatiiviseen arviointiin, avoimien kysymyksien esitt\u00e4miseen ja keskustelusyklien yll\u00e4pitoon v\u00e4hensi syklien esiintymist\u00e4 oppituntien aikana.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The importance of interaction is increasingly emphasized in teaching in the new Finnish core curriculum for basic education. Working methods that activate students have become more common and inquiry-based learning has challenged the usual teacher-led teaching. The latest findings show that formative assessment has a positive effect on both teaching and learning. Formative assessment enables teaching to be focused and modified during the learning process. The aim of this study was to find out the presence and quality of discussion cycles in teacher-led and inquiry-based learning and to study the effects of distractions on formative assessment. Discussion cycles refer to ESRU cycles (Elicit, Student response, Regocnize, Use) which are discussion structures that are used during lessons. Previous studies have shown that they improve learning outcomes, and in this study they act as indicators of quality in formative assessment. Data of this study was gathered during five lessons of secondary school biology. The discussion cycles between the students and the teacher during the lessons were analysed. The study questions were 1) how does the teacher's previously given instruction for open questions affect the number and quality of the ESRU cycles? and 2) are there any distractions in inquiry-based learning that causes disruption of discussion cycles despite the fact that the teacher consciously tries to create them and find out the level of understanding of the students? The questions asked by the teacher during the lessons were categorized into open-ended and closed-ended questions. Instructions given to the teacher decreased the appearance of ESRU cycles. On average there were more disturbances in inquiry-based learning compared to teacher-led instruction. Prior to the given instructions the discussion cycles interrupted by disturbances were detected in both teaching methods. Instructions that were given to teacher in advance and the conscious creation of discussion cycles reduced the disruption of discussion cycles due to distractions. The qualitative nature of the study and the small sample size obviously partly affected that contrary to the hypothesis, the instructions for formative assessment, open questions, and the maintenance of discussion cycles reduced the number of discussion cycles during lessons.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Sini Salonen (sihasalo) on 2018-05-12 08:59:40.188138. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2018-05-12T08:59:42Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201805122542.docx: 147895 bytes, checksum: 162cccc90a6b7d25b62ea451e0c32b3e (MD5)\nlicense.html: 4849 bytes, checksum: 1017ab5a215453131e9d42f5fb76259e (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2018-05-12T08:59:42Z (GMT). No. of bitstreams: 2\nURN:NBN:fi:jyu-201805122542.docx: 147895 bytes, checksum: 162cccc90a6b7d25b62ea451e0c32b3e (MD5)\nlicense.html: 4849 bytes, checksum: 1017ab5a215453131e9d42f5fb76259e (MD5)\n Previous issue date: 2018", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (56 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "ESRU-syklit", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "formatiivinen arviointi", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "h\u00e4iri\u00f6tekij\u00e4t", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "keskustelusyklit", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "opettajajohtoinen opetus", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "perusopetuksen opetussuunnitelma", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "tutkiva oppiminen", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Formatiivinen arviointi ja siihen vaikuttavat h\u00e4iri\u00f6tekij\u00e4t yl\u00e4koulun biologian opetuksessa", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201805122542", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Matemaattis-luonnontieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Bio- ja ymp\u00e4rist\u00f6tieteiden laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Biological and Environmental Science", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Biologian opettajankoulutus", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Teacher education programme in Biology", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.date.updated", "value": "2018-05-12T08:59:43Z", "language": null, "element": "date", "qualifier": "updated", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": null, "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": "fi", "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "4014", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "biologia", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", 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