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MAKING CONCEPT MAPS USEFUL FOR PHYSICS TEACHER EDUCATION: ANALYSIS OF EPISTEMIC CONTENT OF LINKS
In physics teacher education the main goal is to facilitate development in teachers’ professional qualifications. In that, two main issues are first, supporting pre-service teachers to form a goodExpand
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Concept maps representing knowledge of physics: Connecting structure and content in the context of electricity and magnetism
Many assume that the quality of students’ content knowledge can be connected to certain structural characteristics of concept maps, such as the clustering of concepts around other concepts, cyclicalExpand
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Consolidating Pre-service Physics Teachers’ Subject Matter Knowledge Using Didactical Reconstructions
In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory andExpand
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Concept networks of students’ knowledge of relationships between physics concepts: finding key concepts and their epistemic support
TLDR
We propose a method based on network analysis to examine students’ representations of the relational structure of physics concepts in the form of concept maps. Expand
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PRE-SERVICE PHYSICS TEACHERS’ UNDERSTANDING OF THE RELATIONAL STRUCTURE OF PHYSICS CONCEPTS: ORGANISING SUBJECT CONTENTS FOR PURPOSES OF TEACHING
ABSTRACTGood conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachersExpand
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Formation of reciprocal appreciation patterns in small groups: an agent-based model
TLDR
We use an agent-based model to explore how such reciprocated dyadic and triadic patterns emerge from self-reinforced appreciation between peers in a small group. Expand
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Coherence of Pre-service Physics Teachers’ Views of the Relatedness of Physics Concepts
In physics teacher education, one of the recurrent themes is the importance of fostering the formation of organised and coherent knowledge structures, but a simple shared understanding of whatExpand
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Modelling students’ knowledge organisation: Genealogical conceptual networks
Abstract Learning scientific knowledge is largely based on understanding what are its key concepts and how they are related. The relational structure of concepts also affects how concepts areExpand
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