<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matti Hiltunen</style></author><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Markus Hähkiöniemi</style></author><author><style face="normal" font="default" size="100%">Sami Lehesvuori</style></author><author><style face="normal" font="default" size="100%">Pirjo Tikkanen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">authoritative talk</style></keyword><keyword><style  face="normal" font="default" size="100%">dialogic talk</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based lesson</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1199765</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">69</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">37-56</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Katri Hämeen-Anttila</style></author><author><style face="normal" font="default" size="100%">Kirsti Vainio</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS’ PERCEPTIONS ABOUT MEDICINE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">health education</style></keyword><keyword><style  face="normal" font="default" size="100%">medicine education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361404.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students’ (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students’ perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers’ and teacher educators’ knowledge about the challenges of medicine education both in teacher education and in schools.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">82-98</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY SCHOOL TEACHER STUDENTS’ PERCEPTIONS OF TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917102.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Technology education in the Finnish comprehensive school is an integrated subject, “Technology and the Individual” being one of the cross-curricula themes. It is accepted that students’ conceptions are related to their teachers’ conceptions. From the viewpoint of primary technology education and the development of primary teacher education, it is important to know teacher students’ perceptions of technology and technology education. This study focuses on how primary teacher students think about technology. Results showed that teacher students understand technology from quite a limited perspective, thinking that technology in their everyday life is mostly based on domestic appliances, computers and mobiles. Although the teacher students’ perceptions of technology were limited, their overall experiences towards it were positive. After the cross-curricula course, they viewed technology more broadly, understanding e.g. the history of technology, technological responsibility and its impact at the individual, social and global level. Emphasis was placed on the teacher students’ abilities to apply technology and use it with their pupils in their future teaching profession. Despite limitations, the study provides insight into teacher students’ perceptions of technology and it also contributes for further understanding in the area of cross-curricula themes.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">27-35</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Risto Juvonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING ABOUT INTOXICATING SUBSTANCES IN PRIMARY SCHOOL: TEACHER STUDENTS´ THOUGHTS ON THE SUBJECT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">intoxicating substances</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408652.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Exposure to harmful substances such as alcohol, tobacco and drugs, is a danger and risk for the well being and health of children. The better children understand these dangers, the easier it is to avoid the adverse effects. Several studies have dealt with harmful substances and the well-being of young people. However, the role of formal, as well as informal education has not been studied as extensively. 
This paper presents the first preliminary results from a larger project. This project focuses on what and how toxicology is taught in Finnish schools and how children and young people get information about harmful compounds. The aim of the project is to create a better way of teaching toxicology in school. This paper reveals teacher students’ thoughts on the teaching of intoxicating substances in primary school. Teacher students wrote before their studies of module “The Human being”. The result of the study shows that primary school teacher students thought that teaching which relates to intoxicating substances, should be neutral and based on facts. We believe that the preliminary results of this study will be useful in improving the teaching of intoxicating substances in teacher education.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-85</style></section></record></records></xml>