Sami Lehesvuori
Biographic Data
| ID | 9437829 |
|---|---|
| NAME | Sami Lehesvuori |
| GIVEN NAMES | Sami |
| FAMILY NAME | Lehesvuori |
| SIGNATURE | LEHESVUORI S |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-3889-5279 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Connections between group work and whole-class discussion: Students’ justifications in a figure pattern task
In this study we employed a figure pattern task to investigate how students’ mathematical justifications varied between group work and whole-class discussions during a single lesson in three Finnish Grade-7 classes (ages 13–14). Although previous researchers have typically focused on either group work or whole-class discussions, by combining both, we gained a deeper understanding of how students construct their justifications. This study comprise…
Towards the pedagogical validation of science Cefr-aligned literacy descriptors in secondary CLIL classroom interaction: Insights from physics teaching episodes
This study aims to pedagogically validate CEFR-aligned science descriptors, in particular, contributing towards physics literacy descriptors. It explores how disciplinary literacies align with the pedagogical talk and actions of a CLIL Physics teacher, drawing on Dalton-Puffer’s construct of Cognitive Discourse Functions (CDFs). CDFs have proven useful for identifying subject-specific language demands in L2 content subjects and serve as the found…
Discovering technology-aided possibilities for automatic analysis of science teacher questions
The research focus on teacher questions is justified by previous research emphasizing the essential role of questions in facilitating meaningful learning in science. Analysis of teacher questions has traditionally been based mainly on manual coding, which is extremely labour intensive. In this study we explore how both machine learning and large language models can be used for this purpose. Whereas machine learning approaches involve supervised t…
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study
PURPOSE: A successful mentoring process and relationship require active engagement from both mentor and mentee. This study explored and evaluated the experiences, perceptions and associated factors of mentoring within postgraduate medical education from both mentors' and mentees' perspectives. MATERIALS AND METHODS: The Mentors' Competence Instrument (MCI) was used to collect data in the three Wellbeing Service Counties in Finland. The cross-sect…
Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson
The aim of this study was to explore the interconnections between communicative activities, situational stress reactions, and cognitive engagement in undergraduate mathematics lessons. The multimodal data consisted of video recordings of the lesson and cardiac physiological measurements of students. Whereas situational stress levels sustained higher during individual students’ presentation turns, in-depth moment-by-moment analysis of selected cri…
Managers’ sociocognitive conflicts in collaborative learning
Despite extensive research on collaborative learning and sociocognitive conflict, its impact on executive education and managers’ learning is less understood. This study addresses this gap by identifying the manifestations and topics of verbalised sociocognitive conflicts and reflective collaborative discussions in managers’ collaborative small-group learning settings. The research material comprises approximately 40.5 hours of video recordings f…
Assessment conceptions of Finnish pre-service teachers
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessme…
Teacher and student teacher views of agency in feedback
The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers’ classroom interaction and formative assessment, and the agents they assigned the feedback to. The results of the thematic analysis show little variation with the conversation themes between the groups, but they did show more with the appointed agents of feedback themes.…
Student-centredness in physics laboratory teaching sessions
There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the…
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics
In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest that transparency of student reasoning and students' engagement with each other's ideas are two key aspects in dialogic argumentation. We examine what levels might exist in these key aspects and how they…
Exploring coherence and authorship in pedagogical link-making in science
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence i…
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and …
Eritrean teachers' perceptions of learner-centred interactive pedagogy
A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching
No prominent works on this page.
A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching
Exploring coherence and authorship in pedagogical link-making in science
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence i…
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and …
Eritrean teachers' perceptions of learner-centred interactive pedagogy
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics
In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest that transparency of student reasoning and students' engagement with each other's ideas are two key aspects in dialogic argumentation. We examine what levels might exist in these key aspects and how they…
Student-centredness in physics laboratory teaching sessions
There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the…
Assessment conceptions of Finnish pre-service teachers
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessme…
Teacher and student teacher views of agency in feedback
The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers’ classroom interaction and formative assessment, and the agents they assigned the feedback to. The results of the thematic analysis show little variation with the conversation themes between the groups, but they did show more with the appointed agents of feedback themes.…
Managers’ sociocognitive conflicts in collaborative learning
Despite extensive research on collaborative learning and sociocognitive conflict, its impact on executive education and managers’ learning is less understood. This study addresses this gap by identifying the manifestations and topics of verbalised sociocognitive conflicts and reflective collaborative discussions in managers’ collaborative small-group learning settings. The research material comprises approximately 40.5 hours of video recordings f…
Connections between group work and whole-class discussion: Students’ justifications in a figure pattern task
In this study we employed a figure pattern task to investigate how students’ mathematical justifications varied between group work and whole-class discussions during a single lesson in three Finnish Grade-7 classes (ages 13–14). Although previous researchers have typically focused on either group work or whole-class discussions, by combining both, we gained a deeper understanding of how students construct their justifications. This study comprise…
Towards the pedagogical validation of science Cefr-aligned literacy descriptors in secondary CLIL classroom interaction: Insights from physics teaching episodes
This study aims to pedagogically validate CEFR-aligned science descriptors, in particular, contributing towards physics literacy descriptors. It explores how disciplinary literacies align with the pedagogical talk and actions of a CLIL Physics teacher, drawing on Dalton-Puffer’s construct of Cognitive Discourse Functions (CDFs). CDFs have proven useful for identifying subject-specific language demands in L2 content subjects and serve as the found…
Discovering technology-aided possibilities for automatic analysis of science teacher questions
The research focus on teacher questions is justified by previous research emphasizing the essential role of questions in facilitating meaningful learning in science. Analysis of teacher questions has traditionally been based mainly on manual coding, which is extremely labour intensive. In this study we explore how both machine learning and large language models can be used for this purpose. Whereas machine learning approaches involve supervised t…
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study
PURPOSE: A successful mentoring process and relationship require active engagement from both mentor and mentee. This study explored and evaluated the experiences, perceptions and associated factors of mentoring within postgraduate medical education from both mentors' and mentees' perspectives. MATERIALS AND METHODS: The Mentors' Competence Instrument (MCI) was used to collect data in the three Wellbeing Service Counties in Finland. The cross-sect…
Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson
The aim of this study was to explore the interconnections between communicative activities, situational stress reactions, and cognitive engagement in undergraduate mathematics lessons. The multimodal data consisted of video recordings of the lesson and cardiac physiological measurements of students. Whereas situational stress levels sustained higher during individual students’ presentation turns, in-depth moment-by-moment analysis of selected cri…
Pedagogy (10 works) · Mathematics education (9 works) · Psychology (9 works) · Computer Science (8 works) · Sociology (8 works) · Innovative Teaching and Learning Methods (6 works) · Teacher Education and Leadership Studies (4 works) · Dialogic (3 works) · Qualitative research (3 works) · Science Education and Pedagogy (3 works)