Context and Pedagogy as Signpoints to Authentic Learning Paths

Merja Meriläinen; Maarika Piispanen

Vol. 14 No. 5 (2022) IEJEE

Context and Pedagogy as Signpoints to Authentic Learning Paths

Merja Meriläinen
Maarika Piispanen

Published May 18, 2023 | Pages: 605-612 | Views: 315

Download PDF

SHARE

Abstract

In the Finnish National Core Curriculum for Basic Education (2014), the conception of language is based on the communal and functional linguistics model of language. From the perspectives of teaching and learning, this requires that learning contexts and pedagogies enable learning in such learning environments, roles, and processes where the pupil can think and act authentically, according to his or her age (OPS 2014, 287). Thus, in this article we examine the integration of subject teaching with topic teaching in the frameworks of sociocultural learning, functional linguistics, and authentic learning, in the contextual-pedagogical learning landscape, where the individuality of learners as well as timely learning support (scaffolding) in the zone of proximal development (Vygotsky 1978) enable the learning of contents as part of multidisciplinary learning. The subject Finnish language and literature is defined as a multidisciplinary, practical, theoretical, and cultural subject (OPS 2014, 160) that requires cooperation with other subjects. The article sheds light on a perspective on multidisciplinary learning, where the topic studied gives meaning to the subject-related contents, and where the ability to acquire the core contents of the subject related to the topic studied form a prerequisite for the processing of the topic.

<p>In the Finnish National Core Curriculum for Basic Education (2014), the conception of language is based on the communal and functional linguistics model of language. From the perspectives of teaching and learning, this requires that learning contexts and pedagogies enable learning in such learning environments, roles, and processes where the pupil can think and act authentically, according to his or her age (OPS 2014, 287). Thus, in this article we examine the integration of subject teaching with topic teaching in the frameworks of sociocultural learning, functional linguistics, and authentic learning, in the contextual-pedagogical learning landscape, where the individuality of learners as well as timely learning support (scaffolding) in the zone of proximal development (Vygotsky 1978) enable the learning of contents as part of multidisciplinary learning. The subject Finnish language and literature is defined as a multidisciplinary, practical, theoretical, and cultural subject (OPS 2014, 160) that requires cooperation with other subjects. The article sheds light on a perspective on multidisciplinary learning, where the topic studied gives meaning to the subject-related contents, and where the ability to acquire the core contents of the subject related to the topic studied form a prerequisite for the processing of the topic.</p>

Listen -

References

Cantell, H. (2017). Monialaisuuden haasteita ja mahdollisuuksia opettamisessa ja oppimisessa. In A. M. Rautiainen & J. Tähtinen (eds.) Toiveet ja todellisuus – kasvatus osallisuutta ja oppimista rakentamassa. Jyväskylä: Suomen kasvatustieteellinen seura, 225–252.
Halliday, Michael (2003). Systemic Background. In J. Webster On Language and Linguistics. (Ed.) Vol. 3 Collected Works of M.A.K. Halliday.Original copy from 1985. London. Continuum, 185–198. Available at http://site.ebrary.com.ezproxy.ulapland.fi/lib/ulapland/rea- der.action?docID=10224743 (Retrieved 15.11.2021)
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development 48(3), 23–48.
Herrington, J., Reeves, T. C. & Oliver, R. (2010). A Guide to authentic learning. New York and London: Routledge.
Kangas, M., Kopisto, K., & Krokfors, L. (2016). Tulevaisuuden koulussa opitaan kaikkialla, yhdessä ja luovasti – elämää varten. In H. Cantell & A. Kallioniemi (Eds.) Kansankynttilä keinulaudalla. Miten tulevaisuudessa opitaan ja opetetaan? Tampere: PS-Kustannus, 77–94.
Kielitoimiston sanakirja (2020). Kotimaisten kielten keskus ja Kielikone Oy.
https://www.kielitoimistonsanakirja.fi (Retrieved 12.9.2021.)

Koskinen-Sinisalo, K.-L., Sinervo, S. & Reinikainen, M. (2020). Monialaiset oppimiskokonaisuudet opettajien arvioimana. In O.-T. Kankkunen (Ed.) Arvioinnin ulottuvuudet. Tampere: Tampereen yliopiston normaalikoulu, 33–48.
Krathwohl, D.R. (2002). A revision of Bloom’s taxonomy: an overview. Theory into practice,41(4), 212-218.
Lantolf, J. P. & Thorne, S. (2006). Sociocultural theory and genesis of second language development. Oxford University Press.
Lappalainen, Hannu-Pekka (2010). Sen edestään löytää. Äidinkielen ja kirjallisuuden oppimistulokset perusopetuksen päättövaiheessa 2010. Opetushallitus.
Luukka, M.-R. (1995). Puhuttua ja kirjoitettua kieltä. Funktionaalinen ja yhteisöllinen näkökulma tieteen kielen interpersoonallisiin piirteisiin. Jyväskylä: Jyväskylän yliopisto.
Meriläinen, M. & Piispanen, M. (2017). Creative Work Flows for Learning: kontekstuaalis-pedagoginen oppimaisema oppimismotivaation herättäjänä. In L. Segler-
Heikkilä & J. Hakala (Eds.). Mikä saa meidät innostumaan? Motivaatio korkeakouluopetuksessa. Kokkola: Centria-ammattikorkeakoulu. 69–82. http://www.theseus.fi/bitstream/handle/10024/134836/ISBN%20978- 952-7173-29-9.pdf?sequence=4
Nikula, T. (2010). Kieli, koulutus ja yhteiskunta. Kielikäsityksen ja kielenopetuksen kytköksistä. 1 (1).
Opetushallitus (2014). Perusopetuksen opetussuunnitelman perusteet. Helsinki: Opetushallitus.
Piispanen, M., Leppisaari, I., & Meriläinen, M. (2015). Päivitä opettajuus digiaikaan! POD-koulutus digiajan autenttisen oppimisympäristön tien avaajana Centria-ammattikorkeakoulussa. In I. Leppisaari,
Meriläinen, M. & Piispanen, M. & A. Pulkkinen
(Eds.), Opettajuus päivittyy - koulutus kehittyy
(pp. 7–27). Kokkola: Centria ammattikorkeakoulu. Available at http://tutka.jyu.fi/tutka/julkaisut/68882
(Retrieved 12.8.2021.)
Rule, A. C. (2006). The components of authentic
learning. Journal of Authentic Learning, 3(1), 1
10.

Saarikivi, J. (2018). Suomen kieli ja mieli. Kustannusosakeyhtiö Teos.

Shore, Susanna (1992). Aspects of a Systemic-Functional Grammar of Finnish. Sydney: Macquarie University.
Snellman, J.V. (1844). Saima (23). Available at http://snellman.kootut- teokset.fi/fi/dokumentit/saima-nro-23-661844 (Retrieved 1.8.2021.)

Vygotsky, L. (1978). Interaction between
learning and development. In: Mind and Society.
Cambridge, M: Harvard University Press, 79–91.

Wittgenstein, L. (1921). Tractatus logico
philosophicus. Suomentanut Heikki Nyman.
Helsinki: WSOY.

Keywords

functional, socio-cultural, authentic, contectx, pedagogy

Affiliations

Merja Meriläinen

Kokkola University Consortium Chydenius

Maarika Piispanen

Kokkola University Consortium Chydenius

Downloads

Download data is not yet available.

How to Cite

Meriläinen, M., & Piispanen, M. (2023). Context and Pedagogy as Signpoints to Authentic Learning Paths. International Electronic Journal of Elementary Education, 14(5), 605–612. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1739

Author Biography

Maarika Piispanen

I work as a university teacher in Kokkola university Consortium Chydenius, in adult teacher training. The main areas of my work in pre-service teacher training studies are linked with the following: pedagogical aspect in pre-primary and primary education, the development of learning in the authentic Contextual-pedagogical environments, individual learning, and well-being in the aspect of art-based methods in elementary school environments. In addition to pre-service teacher training, my interest and responsibilities lies on in-service teacher training, where I concentrate on developing an early foreign language learning model into Finnish basic education. Currently my interests lie on ubiquitous, authentic learning and learning environments as well as education on individual learning, art-based methods, and well-being.