Foundations of Learning Skills in First Language, Mathematics and Environmental StudiesLaajuus (6 cr)

Objective

After completing the course, the student (will be able to) - identify foundations of child’s learning skills in first language, mathematics and environmental studies - is able to guide children’s literacy development and learning of mathematics and environmental education - identifies the main developmental challenges of learning literacy and mathematical skills and is able to apply this knowledge in supporting literacy and mathematical learning difficulties - is able to conduct the integrative learning projects between various subjects - is able to plan, implement and evaluate small scale studies and experiments and is able to apply these skills in transversal learning contexts - is able to support child’s environmental sensitivity

Content

The basics of development and teaching of literacy, numeracy and arithmetical skills and environmental thinking (basic elements and strategies of teaching). The assessment and evaluation of literacy, mathematical and environmental skills. Learning strategies and metacognite thinking. Children’s literature, learning material, learning games and other technological tools and materials. Development of multiliteracy skills. Supporting children’s individual literacy, mathematical and learning skills. Applying research methods to pre-primary and early primary education. Supporting child’s environmental sensitivity.

Materials

Literature exam: Lerkkanen, M.K. 2020. Lukemaan oppiminen ja opettaminen esi- ja alkuopetuksessa. Juuti, K. 2016. Ympäristöoppia opettamaan. Soveltuvin osin. Mononen, R., Aunio, P., Väisänen, E., Korhonen, J. & Tapola, A. 2017. Matemaattiset oppimisvaikeudet. Jyväskylä: Ps-kustannus. (soveltuvin osin) Supplementary literature: LukiMat-verkkopalvelun Matematiikan Tietopalvelu-sivut: http://www.lukimat.fi/matematiikka/tietopalvelu (soveltuvin osin) Joutsenlahti, J., Silfverberg, P. & Räsänen. P. (toim). 2018. Matematiikan opetus ja oppiminen. Jyväskylä: Niilo Mäki Instituutti, Koulutuksen tutkimuslaitos. (soveltuvin osin) Hannula, M. M. & Lepola, J. 2006. Kohti koulua – kielellisten, matemaattisten ja motivationaalisten valmiuksien kehitys. Turun yliopisto: Kasvatustieteiden tiedekunnan julkaisusarja, A: 205. (soveltuvin osin) Kinnunen R. 2003. Miksi kertotauluun kompastuu? Lukujen hallinta oppimisen perustana. Turun yliopisto: Oppimistutkimuksen keskus.

Further information

Campus: Joensuu

Execution methods

Distance teaching lectures, classroom teaching small-group instruction

Accomplishment methods

Study methods: Contact teaching 74 hrs, consisting of 8 hrs lectures and 14 hrs small-group working of literacy education, 6 hrs lectures and 20 hrs small-group working of environmental education, 12 hrs lectures and small-group working 14 hrs of mathematical education. Examination 3 hrs and practice task of environmental education. Independent work 85 hrs. Evaluation criteria: Active participation in lectures and small-group instruction pass-fail, study circle assignment pass-fail and exam (lectures and literature) 0–5