Search results for author:"Kalle Juuti"
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Implementation of ICT strategies in teacher education and the skills of mathematics and science teachers
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 4026–4033
The change of ICT skills of student teachers is analysed over a period of time from when ICT strategies were implemented in teacher education. In 1995 students had problems even with the use of e-mail, a medium which five years later had become very ...
An ICT Strategy for Teacher Education: A Case Study on a Collaborative Process from Visions to Implementation
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1720–1726
To create an information and communication technologies (ICT) strategy and a plan for its implementation for teacher education, we created a collaborative process to discuss the values of an information society and their relations to teacher...
A Professional Development Project for Improving the Use of Information and Communication Technologies in Science Teaching
Technology, Pedagogy and Education Vol. 15, No. 2 (July 2006) pp. 159–174
This article describes a professional development project aiming to develop practical approaches for the integration of information and communication technologies (ICT) into science education. Altogether, 13 two-day face-to-face seminars and...
Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project
European Journal of Teacher Education Vol. 29, No. 2 (May 2006) pp. 241–265
An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the...
Adoption of ICT in Science Education: A Case Study of Communication Channels in a Teachers' Professional Development Project
EURASIA Journal of Mathematics, Science & Technology Education Vol. 5, No. 2 (2009) pp. 103–118
This paper analyses the use of various communication channels in science teachers' professional development project aiming to develop versatile uses for ICT (Information and Communication Technologies) in science teaching. A teacher network was...
Science Education Review Vol. 7, No. 1 (2008) pp. 23–27
How to make learning more interesting is a basic challenge for school education. In this Finnish study, the international ROSE questionnaire was used to survey, during spring of 2003, the relationship between interest in biology and out-of-school...
Designing a User-Friendly Microcomputer-Based Laboratory Package through the Factor Analysis of Teacher Evaluations
International Journal of Science Education Vol. 25, No. 12 (December 2003) pp. 1471–1487
In this study we analyse how the experiences of chemistry teachers on the use of a Microcomputer-Based Laboratory (MBL), gathered by a Likert-scale instrument, can be utilized to develop the new package "Empirica 2000." We used exploratory factor...
Students’ interest and experiences in physics and chemistry related themes: Reflections based on a ROSE-survey in Finland
Themes in Science and Technology Education Vol. 1, No. 1 (2008) pp. 7–36
Interest in physics and chemistry topics and out-of-school experiences of Finnish secondary school students (n=3626, median age 15) were surveyed using the international ROSE questionnaire. Based on explorative factor analysis the scores of six out...
How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses
Research in Science & Technological Education Vol. 34, No. 2 (2016) pp. 204–218
Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics,...
Research in Science & Technological Education Vol. 32, No. 3 (2014) pp. 340–351
Background: Applying structural models is important to chemistry education at the upper secondary level, but it is considered one of the most difficult topics to learn. Purpose: This study analyses to what extent in designed lessons students learned ...