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Rajala, Antti

Nom
Rajala, Antti
Affiliation principale
Fonction
Professeur.e ordinaire
Identifiants
https://libra.unine.ch/handle/123456789/33313
_
0000-0001-8212-6325

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  • Publication
    Accès libre
    Change laboratory as a tool to address moral-ethical tensions in the work of early childhood education professionals
    (2024-05)
    Lasse Lipponen
    ;
    Rajala, Antti 
    ;
    Jaakko Hilppö
    ;
    Annukka Pursi
    Our study contributes to research on moral-ethical tensions in the work of early childhood educators by applying cultural-historical activity theory, and Change Laboratory (CL) intervention. We argue that studying and resolving moral-ethical tensions cannot be done without addressing the underlying contradictions which pertain to particular cultural-historical context and local practices. This requires a shift of focus from individual educators’ perspective to the whole system of their collaborative activity. In result, we identify two historical developments which produce the moral-ethical tensions in educators' work, and we explore how the educators invented expansive solutions to address these tensions in the CL sessions.
  • Publication
    Accès libre
    Interactive dynamics of imagination in a science classroom
    (2016-12-24)
    Hilppö, Jaakko
    ;
    Rajala, Antti 
    ;
    Zittoun, Tania 
    ;
    Kumpulainen, Kristiina
    ;
    Lipponen, Lasse
    In this paper, we introduce a conceptual framework for researching the dynamics of imagination in science classroom interactions. While educational interest in imagination has recently increased, prior research has not adequately accounted for how imagination is realized in and through classroom interactions, nor has it created a framework for its empirical investigation. Drawing on a theory of imagination situated in cultural psychology (Zittoun et al., 2013; Zittoun & Gillespie, 2016), we propose such a framework. We illustrate our framework with a telling case (Mitchell, 1984) of imagination from a Finnish primary science classroom community. Our illustration focuses on the dynamics of imagination as it unfolds in classroom interactions and how qualitatively distinct loops of imagination are formed. In specific, we show how the students’ meaning making expands in time and space and can become more refined and differentiated through loops of imagination and their dynamics. In all, our paper argues that imagination is a constitutive element of science learning. Our proposed conceptual framework provides potential avenues for further empirical research on the dynamics of imagination in science learning and teaching.