ARONI - Argumentative online inquiry in building students' knowledge work competences

The project evaluates upper secondary school students' online reading skills, experiences of learning knowledge work practices, and pedagogical practices used in upper secondary education.

Table of contents

Project duration
-
Core fields of research
Information technology and the human in the knowledge society
Learning, teaching and interaction
Research areas
Digitalization in and for learning and interaction
Interactive and technologically enhanced learning environments
Department
Department of Education
Co-operation
Jyväskylän yliopisto, Tampereen yliopisto, Helsingin yliopisto
Faculty
Faculty of Education and Psychology
Funding
Research Council of Finland
The project is still ongoing, publishing of the results continues.

Project description

The research project of a consortium formed by three universities (Tampere, Jyväskylä, Helsinki) developed upper secondary school students' knowledge work practices and pedagogical practices that promote their learning. 

In the project, upper secondary school students' online reading skills, experiences of learning knowledge work practices, and pedagogical practices used in upper secondary education were evaluated. In addition, the project collected information on background factors related to uppers secondary school students' online reading and learning knowledge work practices, such knowledge concepts of and self-efficacy.

Aim and tasks 

Based on the research work, a model for teaching academic knowledge work practices was developed, which was tested in the intervention implemented in the research project. The study added basic research information about online reading and created more effective practices for teaching online reading in upper secondary education. Participating in the project offered upper secondary schools the opportunity to be involved in developing the teaching of academic information work skills in collaboration with researchers.

Researchers from the Department of Behavioral Sciences of the University of Helsinki, the Information Sciences Unit of the University of Tampere and the Department of Education of the University of Jyväskylä participated in the research project. 

The analysis of the data collected in the project and the publication of the research results continue.

Publications

Project team

External members

Minna Lakkala

University of Helsinki

Liisa Ilomäki

University of Helsinki