Children as consumers of historical culture in Finland

The article examines the reception of history by 7–10-year-old children in Finland and the role of historical culture in the formation of children’s conceptions of the past. It scrutinizes how history is used to build individual and collective identities and bring significance to the past in children’s everyday lives. Interviews with 174 pupils in a primary school in Helsinki constitute the basis of the research. The study reveals that children’s perceptions of the past are compounded above all by active reminiscence by their parents and grandparents, who in particular are retelling stories of the wars between Finland and the Soviet Union (1939–1944). Through these stories the older generations are trying to connect their families to the national Great Tradition. The study also claims that women are more active mediators of the past than men.     

The effects of augmented kinematic feedback on motor skill learning in rifle shooting

Abstract

In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score.     

Release parameters at the foul line and the official result in javelin throwing

Range in javelin throwing is determined by the release parameters and aerodynamic factors. The current study was designed to investigate the effects of release speed, release angle and uncorrected angle of attack measured at the foul line on the official javelin throwing result. The data were collected in international competitions for 26 elite male and 15 elite female javelin throwers (total 248 throws). Multiple regression models were constructed to predict the range of throw for a) individual throwers, b) a group of throwers using the mean value for each thrower in the analysis, and c) all individual throws registered for each gender separately. The data collection was carried out using a computerised photocell gate that consists of two invisible infrared walls two metres apart, perpendicular to the throwing direction. Release speed was found to have the highest correlation with the official throwing result. The three release parameters accounted for 56% of the variance in the official result for the male and 51% for the female throwers. For individual male and female throwers, the variance explained by the model was between 46 and 87%. Among the individual male throwers an increase of 1 m.s-1 in the release speed from 29 to 30 m.s-1 was calculated to increase the official result between 2.12 to 6.14 m while among the female throwers the effect of increase from 24 to 25 m.s-1 in the release speed was from 2.25 to 3.68 m. The study emphasises the importance of investigating javelin throwing biomechanics on an individual thrower basis.     

Constructing Ethical Representations From the Teacher's Pedagogical Practice: A Case of Prolonged Reflection

This paper is delimited to an exploration of three representations from the field of pedagogical ethics. I focus on the ethics of background beliefs, guiding rules and principles, and dilemma managing together with their contested practices and premises. The aim is to interpret and translate teachers' understandings from the language they use, and to give concrete expressions to these interpretations by their daily actions. My goal is to present how these representations can help us to see and interpret pedagogical practices, and how these interpretations can help teachers better to understand their professional practice.     

Diverse histories,common ground and a shared future: the education of career guidance and counselling professionals in the Nordic countries

International Journal for Educational and Vocational Guidance - The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic...     

Ethical codes in the digital world: comparisons of the proprietary,the open/free and the cracker system

The digital world provides various ethical frames for individuals to become ethical subjects. In this paper I examine – in a Foucauldian and Luhmannian way – the differences between three systems of communication: the proprietary, the open/free and the cracker system. It is argued that all three systems provide a different set of ethical codes which one can be subjected to. The language of each system is restricted and they cannot understand each other, they merely consider each other as the environment. The systems generate a diversity of ethical codes as they give different shapes to digital objects. To proprietary software companies digital objects are an instrument of financial profit. The free software/open source movement emphasises transparency; the end user must be able to view and alter the source code. The cracker scene sees digital objects in a different way. For this particular system, only copy-protected digital objects are appealing. Copy protection binds its target to the world of matter. Breaking the protection is the ultimate challenge and a way to gain honour and status inside the cracker scene. A copy-protected digital object is simultaneously an utmost example of the hidden source code (the open/free system), a perfect artefact that can be owned and sold (the proprietary system) and a challenge to be cracked (the cracker system).     

Finnish students’ enjoyment and anxiety levels during fitness testing classes

ABSTRACT

Background: Fitness testing is a commonly applied learning and teaching practice implemented in both secondary and elementary school physical education (PE). Many teachers believe that by using a variety of different tests, they are able to provide students with feedback regarding their fitness status, and furthermore, increase students’ willingness to be physically active later in their lives. However, empirical evidence concerning students’ affective responses during fitness testing classes is limited.

Purpose: The primary aim of the study was to investigate whether students’ perceptions of enjoyment and anxiety differed between two different types of fitness testing classes and PE in general. In addition, the measurement invariances over time and between Grade 5 (aged 11–12) and Grade 8 (aged 14–15) groups were determined.

Method: A total sample of 645 Finnish Grade 5 (N?=?328, 50% boys, mean age?=?11.2, SD?=?0.36) and Grade 8 students (N?=?317, 47% boys, mean age?=?14.2, SD?=?0.35) participated in the study. Series of multi-group confirmatory factor analyses were conducted to test the level of measurement invariance between general PE and fitness testing classes, and between age groups. Strict factorial invariance was supported for both enjoyment and anxiety scales allowing for latent mean comparisons. Latent mean differences were studied using z-tests.

Results: Grade 5 students perceived significantly lower levels of enjoyment and cognitive processes and a higher level of somatic anxiety in fitness testing classes compared to general PE. Additionally, for Grade 8 students, levels of enjoyment and cognitive processes were significantly lower and somatic anxiety and worry higher in fitness testing classes than in general PE. Furthermore, enjoyment was significantly higher, and cognitive processes, somatic anxiety and worry lower among Grade 5 students compared with Grade 8 students in both contextual PE and during fitness testing class.

Conclusion: Results of this study indicate that students’ perceptions of enjoyment were lower in fitness testing classes compared to PE in general. Additionally, students perceived lower levels of cognitive anxiety and higher levels of somatic anxiety in fitness testing classes than in general PE. It is noteworthy that students might not significantly dislike fitness testing per se but instead have significantly more positive affects towards PE in general. Generally, practitioners conducting fitness testing lessons are encouraged to embrace different strategies such as fostering basic psychological needs or promoting mastery climate to facilitate enjoyment and diminish anxiety.     

The content and implementation of shared professional knowledge in early childhood education

Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers’ professional knowledge: professional self and professional tasks. In addition, the shared professional knowledge varied according to the teachers’ work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning.