1. Oppimisen asiantuntijA Pirkko Hyvönen, 2012 Tutkijatohtori Oulun yliopisto Oppimisen ja koulutusteknologian tutkimusyksikkö (LET) EDUTOOL -maisteriohjelma

6. [email_address] 3. Itsesäätelytieto (self-regulative knowledge) ” How to manage yourself” – lentokenttäesimerkki Ei ole alakohtaista tietoa, vaan opittavissa olevaa tietoa siitä miten toimia haastavissa tilanteissa, esim. opiskelussa.

9. Tehtävä: Lue seuraava artikkeli ja keskustele sen jälkeen parisi kanssa asiantuntijaopettajan ja noviisiopettajan keskeisistä eroista heidän toiminnassaan luokkahuoneopetuksessa. Pohtikaa perusteluja ja reflektoikaa tuloksia omiin kokemuksiinne. Qiong, L. & Yujing, N. (2009). Dialogue in the elementary school mathematics classroom: A comparative study between expert and novice teacher. Front. Educ China , 4(4), 526-540. .

10. References Barnett, S. M. & Koslowski, B. (2002). Adaptive expertise: Effects on type of experience and the level of theoretical understanding it generates. Thinking and Reasoning, 8(4), 237–267. Bereiter, C. (2002). Design research for sustained innovation. Retrieved from http://ikit.org/fulltext/2002Design_Research.pdf Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves. an inquiry into the nature and implications of expertise. Chicago and La Salle, Illinois: Open Court Publishing Company. Bereiter, C. & Scardamalia, M. (2007). Toward research-based innovation. In models of learning and innovation: draft report. OECD. Retrieved from http://www.olis.oecd.org/olis/2007doc.nsf/3dce6d82b533cf6ec125685d005300b4/47769468f4f5abf5c125738d004123d8/$FILE/JT03235431.PDF Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills (pp. 1- 33). LEA Publisher. Brophy, S., Hodge, L. & Bransford, J. (2004). Work in progress - Adaptive Expertise: Beyond Apply Academic Knowledge. Glaser, R. (1992). Expert knowledge and processes of thinking. In D. F. Halpern (Ed.), Enhancing thinking skills and the sciences and mathematics (pp. 63-75). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Hatano, G., & Inagagi, K. (1986). Two courses of expertise. In H. Stevenson, K. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). New York (N.Y.): Freeman. Kuhn, J., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4 (2), 116-123.

11. Lin, X., Schwatz, D. L. & Hatano, G. (2005). Toward teachers ’ adaptive metacognition . Educational Psychologist, 40(4), 245–255. Ryle, G. (1990/1949). The concept of mind. Chicago: University of Chicago Press. Silvia, P. J., Martin, C., & Nusbaum, E. C. (2009). A snapshot of creativity: Evaluating a quick and simple method for assessing divergent thinking. Thinking Skills and Creativity, 4 (2), 79-85. doi:DOI: 10.1016/j.tsc.2009.06.005 Tynjälä, P. (2007). Integratiivinen pedagogiikka osaamisen kehittämisessä. Teoksessa H. Kotila, A. Mutanen & M. V . Volanen (Toim.), Taidon tieto (pp. 11–36). Helsinki: Edita. Weisberg, R. W. (2006). Modes of expertise in creative thinking: Evidence from case studies. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (Eds.), (pp. 761-787). Cambridge: Cambridge University Press. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). Cambridge: Cambridge University Press.