Source and Target Text-Orientation in Drama Translation. An Analysis of Four Translations of William Shakespeare’s Julius Caesar

Tässä pro gradu -tutkielmassa käsittelen lähde- ja kohdetekstikeskeisyyttä näytelmäkääntämisessä. Tutkimuskohteina olivat käännösten sanasto, syntaksi, näyttämötekniikka, kielikuvat, sanaleikit, runomitta ja tyyli. Tutkimuksen tarkoituksena oli selvittää, näkyykö teoreettinen painopisteen siirtyminen lähdetekstikeskeisyydestä kohdetekstikeskeisyyteen suomenkielisessä näytelmäkääntämisessä. Oletuksena oli, että siirtyminen näkyy käytetyissä käännösstrategioissa. Tutkimuksen teoriaosuudessa käsitellään ensin lähde- ja kohdetekstikeskeisiä käännösteorioita. Ensin esitellään kaksi lähdetekstikeskeistä teoriaa, jotka ovat Catfordin (1965) muodollinen vastaavuus ja Nidan (1964) dynaaminen ekvivalenssi. Kohdetekstikeskeisistä teorioista käsitellään Touryn (1980) ja Newmarkin (1981) teoreettisia näkemyksiä sekä Reiss ja Vermeerin (1986) esittelemää skopos-teoriaa. Vieraannuttamisen ja kotouttamisen periaatteet esitellään lyhyesti. Teoriaosuudessa käsitellään myös näytelmäkääntämistä, William Shakespearen kieltä ja siihen liittyviä käännösongelmia. Lisäksi esittelen lyhyesti Shakespearen kääntämistä Suomessa ja Julius Caesarin neljä kääntäjää. Tutkimuksen materiaalina oli neljä Shakespearen Julius Caesar –näytelmän suomennosta, joista Paavo Cajanderin käännös on julkaistu vuonna 1883, Eeva-Liisa Mannerin vuonna 1983, Lauri Siparin vuonna 2006 ja Jarkko Laineen vuonna 2007. Analyysissa käännöksiä verrattiin lähdetekstiin ja toisiinsa ja vertailtiin kääntäjien tekemiä käännösratkaisuja. Tulokset olivat oletuksen mukaisia. Lähdetekstikeskeisiä käännösstrategioita oli käytetty uusissa käännöksissä vähemmän kuin vanhemmissa. Kohdetekstikeskeiset strategiat erosivat huomattavasti toisistaan ja uusinta käännöstä voi sanoa adaptaatioksi. Jatkotutkimuksissa tulisi materiaali laajentaa koskemaan muitakin Shakespearen näytelmien suomennoksia. Eri aikakausien käännöksiä tulisi verrata keskenään ja toisiinsa, jotta voitaisiin luotettavasti kuvata muutosta lähde- ja kohdetekstikeskeisten käännösstrategioiden käytössä ja eri aikakausien tyypillisten strategioiden kartoittamiseksi.

Cultural and textual properties in the translation and interpretation of allusions. An analysis of allusions in Dorothy L. Sayers’ detective novels translated into Finnish in the 1940s and the 1980s

Kulttuuriset ja tekstuaaliset tekijät alluusioiden kääntämisessä ja tulkinnassa. Alluusiot Dorothy L. Sayersin 1940- ja 1980-luvuilla suomennetuissa salapoliisiromaaneissa Väitöskirja käsittelee alluusioiden kääntämistä ja tulkintaa. Alluusio on intertekstuaalinen viittaus, jonka tulkitsemiseen tarvitaan implisiittistä tietoa tutuksi oletetusta viittauskohteesta. Käännösongelma alluusiosta tulee, mikäli kohdekulttuurin lukijat eivät tunne viittauskohdetta eivätkä voi päätellä alluusion merkitystä. Tutkimus pyrkii kuitenkin uuden analyysimenetelmän avulla osoittamaan, että vieraat alluusiot eivät välttämättä johda tulkintaongelmiin. Väitöskirja jakautuu kahteen osaan: analyysimenetelmän kehittämiseen (luvut 1-5) sekä tapaustutkimukseen (luvut 6-7). Kehitetyn menetelmän avulla pystytään analysoimaan aikaisempaa tarkemmin, millaisia tulkintamahdollisuuksia alluusiot tarjoavat eri lukijakunnille ja miten lähdetekstin alluusioiden kulttuuriset ja tekstuaaliset piirteet korreloivat käännösstrategioiden kanssa. Tapaustutkimus selvittää, millaisia tulkintamahdollisuuksia Dorothy L. Sayersin 1940- ja 1980-luvuilla suomennettujen salapoliisiromaanien alluusiot tarjosivat aikansa suomalaisille lukijoille. Tavoitteena on myös hahmottaa, miten suomentajien käännösratkaisut ja alluusioiden tulkintamahdollisuudet liittyvät toisaalta lähdetekstin alluusioiden piirteisiin ja toisaalta kohdekulttuurin kontekstiin. Tapaustutkimus tarjoaa näin uutta tietoa suomennoskirjallisuuden ja salapoliisiromaanien historiasta. Analyysimenetelmä määrittelee aikaisempaa alluusioita ja intertekstuaalisuutta käsitelleen tutkimuksen pohjalta ne kulttuuriset ja tekstuaaliset piirteet, jotka vaikuttavat alluusioiden kääntämiseen ja tulkintaan. Kulttuurisessa mielessä alluusio voi olla tietylle lukijakunnalle tuttu tai tuntematon. Tekstuaalisia tekijöitä ovat alluusion muodon ja tyylin tunnusmerkillisyys sekä alluusion pintamerkityksen koherenttius uudessa tekstikontekstissa, ilman tietoa viittauskohteesta. Alluusioiden tulkinnassa on perinteisesti erotettu toisaalta allusiivinen tulkintamahdollisuus, jossa alluusio on lukijoille tuttu ja yhdistettävissä viittauskohteeseensa, toisaalta kulttuuritöyssy, jonka muodostaa lukijoille tuntematon ja pintamerkitykseltään inkoherentti alluusio. Tutkimuksessa määritellään kulttuuristen ja tekstuaalisten tekijöiden perusteella lisäksi kaksi muuta mahdollisuutta. Pseudo-allusiivisessa tulkinnassa tuntematon alluusio erottuu ympäröivästä tekstikontekstista tyyliltään ja on koherentti ainakin kuvaannollisessa mielessä ilman viittauskohdettaan. Ei-allusiivisessa tulkinnassa taas vieras alluusio sulautuu kontekstiin sekä muodoltaan että merkitykseltään niin, ettei lukija edes huomaa mahdollista alluusiota. Tulkintamahdollisuuksien jakauma antaa yleiskuvan siitä, miten tietty lukijakunta pystyi tulkitsemaan tekstin alluusioita. Lisäksi analyysi tarkastelee lähdetekstin ja käännöksen välillä tulkintamahdollisuuksissa tapahtuneita muutoksia sekä niiden vaikutusta tulkinnan vaatimaan vaivannäköön (effort) ja alluusion funktioihin. Tapaustutkimus perehtyy Sayers-suomennosten kulttuurikonteksteihin tarkastelemalla salapoliisiromaanien asemaa suomalaisessa kirjallisuusjärjestelmässä, suomennoksilta odotettuja piirteitä sekä suomentajien ammattikuvaa, taustoja ja työoloja. Tulosten perusteella alluusioiden kääntäminen oli vaativa tehtävä sekä 1940- että 1980-luvun suomentajille. Lähdetekstien alluusioista 60–70 prosenttia oli todennäköisesti kohdelukijoille vieraita. Molempina aikakausina suomennoksilta odotettiin silti sekä kielellistä sujuvuutta että lähdetekstin merkitysten välittämistä. 1940-luvun suomentajien tehtävää vaikeutti lisäksi mm. se, että suomentaminen oli enimmäkseen sivutoimista ja englanti oli harvoin parhaiten hallittu vieras kieli. Nämä olosuhteet lienevät vaikuttaneet etenkin vähäarvoisena pidetyn salapoliisikirjallisuuden suomennoksiin. 1980-luvulla suomentajien aikataulut olivat realistisempia, englannin taidot parempia ja päätoiminen suomentaminen mahdollista. Myös salapoliisiromaanien arvostus oli lisääntynyt. Sekä 1940- että 1980-luvun suomennoksissa kohdelukijoille vieraitakin alluusioita oli usein säilytetty, mikäli ne olivat koherentteja ilman viittauskohdettaan. Sen sijaan vieraita ja pintamerkitykseltään epäselviä alluusioita oli muokattu tai poistettu. Kuitenkin 1980-luvun suomentajat säilyttivät lähdetekstin alluusioita useammin ja tarkemmin kuin 1940-luvun suomentajat. Varsinkin poisjättämistä esiintyi 1940-luvun suomennoksissa enemmän. Alluusioiden tulkintamahdollisuudet olivat kaikissa käännöksissä muuttuneet sikäli, että melko harvat suomennetut alluusiot olivat enää kohdelukijoiden tunnistettavissa. Toisaalta myös kulttuuritöyssyt olivat harvinaisia. Erot 1940- ja 1980-luvun suomennosten välillä näkyivätkin pseudo-allusiivisissa ja ei-allusiivisissa tulkintamahdollisuuksissa. 1980-luvun suomennoksissa vieraat alluusiot oli johdonmukaisesti säilytetty niin, että käännetyt alluusiot voitiin tulkita pseudo-alluusioiksi. Sen sijaan 1940-luvun suomennoksissa vieraita alluusioita oli usein muokattu tai jätetty pois tavalla, joka johti ei-allusiiviseen tulkintaan. Kohdelukijoiden kannalta 1980-luvun suomennettujen alluusioiden tulkitseminen lienee vaatinut jonkin verran enemmän vaivaa. Toisaalta pseudo-allusiivisten käännösten pohjalta oli useimmiten mahdollista rakentaa koherentti tulkinta, ja monesti ne jopa välittivät samankaltaisia funktioita kuin lähdetekstin alluusiot. 1940-luvun suomennosten muokkaukset ja poistot periaatteessa helpottivat tulkintaa, mutta mahdollisia kulttuuritöyssyjä esiintyi edelleen, jopa kääntäjän tekemien muutosten seurauksena. 1940-luvun suomennoksissa myös käännettyjen alluusioiden funktiot olivat muuttuneet enemmän lähdetekstin alluusioihin nähden. Kaiken kaikkiaan 1980-luvun suomennokset olivat lähempänä oman aikansa hyvän käännöksen piirteitä. Toisaalta alluusioiden muokkaaminen sai 1940-luvun suomennokset muistuttamaan enemmän perinteistä arvoituksen ratkaisuun keskittyvää salapoliisiromaania, joten tältä osin ne lienevät vastanneet kohdelukijoiden odotuksia. Kulttuurikontekstin vaikutus siis näkyi sekä käännösstrategioissa että käännettyjen alluusioiden tulkintamahdollisuuksissa. Tutkimustuloksissa korostui kuitenkin myös se, että lähdetekstin alluusion pintamerkitys saattaa vaikuttaa käännösratkaisuihin. Lisäksi käännetyt pseudo-alluusiot saattavat välittää samankaltaisia funktioita kuin lähdetekstin alluusiot. Toisin kuin yleensä on esitetty, kohdelukijoille vieraiden alluusioiden säilyttäminen saattaakin siis olla toimiva ratkaisu.

Teaching mathematics and programming : new approaches with empirical evaluation

Programming and mathematics are core areas of computer science (CS) and consequently also important parts of CS education. Introductory instruction in these two topics is, however, not without problems. Studies show that CS students find programming difficult to learn and that teaching mathematical topics to CS novices is challenging. One reason for the latter is the disconnection between mathematics and programming found in many CS curricula, which results in students not seeing the relevance of the subject for their studies. In addition, reports indicate that students' mathematical capability and maturity levels are dropping. The challenges faced when teaching mathematics and programming at CS departments can also be traced back to gaps in students' prior education. In Finland the high school curriculum does not include CS as a subject; instead, focus is on learning to use the computer and its applications as tools. Similarly, many of the mathematics courses emphasize application of formulas, while logic, formalisms and proofs, which are important in CS, are avoided. Consequently, high school graduates are not well prepared for studies in CS. Motivated by these challenges, the goal of the present work is to describe new approaches to teaching mathematics and programming aimed at addressing these issues: Structured derivations is a logic-based approach to teaching mathematics, where formalisms and justifications are made explicit. The aim is to help students become better at communicating their reasoning using mathematical language and logical notation at the same time as they become more confident with formalisms. The Python programming language was originally designed with education in mind, and has a simple syntax compared to many other popular languages. The aim of using it in instruction is to address algorithms and their implementation in a way that allows focus to be put on learning algorithmic thinking and programming instead of on learning a complex syntax. Invariant based programming is a diagrammatic approach to developing programs that are correct by construction. The approach is based on elementary propositional and predicate logic, and makes explicit the underlying mathematical foundations of programming. The aim is also to show how mathematics in general, and logic in particular, can be used to create better programs.

In pursuit of an intercultural dimension in EFL-teaching : exploring cognitions among Finland-Swedish comprehensive school teachers

This thesis is about the educational purpose of foreign language teaching (FLT) in an increasingly internationalised world.The past 20-30 years have witnessed a fundamental rethinking of the aims of FLT, entailing a shift in emphasis from linguistic competence over communicative competence to intercultural competence. The growing emphasis on cultural issues, called for by research and international curricular documents, places new demandson language teachers. The overall aim of this study is to deepen the knowledge about the attitudes of teachers at the upper level of the Finland-Swedish comprehensive school towards the treatment of culture in English foreign language (EFL) teaching. The questions in focus are: 1) How do teachers interpret the concept"culture" in EFL-teaching?, 2) How do they specify the cultural objectives of their teaching? and 3) What do they do to attain these objectives? The thesis strives to reveal whether or not language teaching today can be describedas intercultural, in the sense that culture is taught with the aim of promotingintercultural understanding, tolerance and empathy. This abductive and largely exploratory study is placed within a constructivist and sociocultural framework,and is inspired by both phenomenography and hermeneutics. It takes its starting-point in language didactics, and can also be regarded as a contribution to teacher cognition research. The empirical data consists of verbatim transcribed interviews with 13 Finland-Swedish teachers of English at grades 7-9. The findings are presented according to three orientations and reviewed with reference to the 2004 Finnish National Framework Curriculum. Within the cognitive orientation, "culture" is perceived as factual knowledge, and the teaching of cultureis defined in terms of the transmission of knowledge, especially about Britain and the USA (Pedagogy of Information). Within the action-related orientation, "culture" is seen as skills of a social and socio-linguistic nature, andthe teaching aims at preparing the students for contacts with people from the target language areas (Pedagogy of Preparation). Within the affective orientation, which takes a more holistic approach, "culture" is seen as a bi-directional perspective. Students are encouraged to look at their own familiar culture from another perspective, and learn to empathise with and show respect for otherness in general, not just concerning representatives of English-speaking countries (Pedagogy of Encounter). Very few of the interviewed teachers represent the third approach, which is the one that can be characterised as truly intercultural. The study indicates that many teachers feel unsure about how to teach culture in an appropriate and up-to-date manner. This is attributed to, among other things, lack of teacher insights as well as lack of time and adequate material. The thesis ends with a set of recommendations as to how EFL could be developed ina more intercultural direction.

Equivalence and translation strategies in multilingual thesaurus construction

In the present dissertation, multilingual thesauri were approached as cultural products and the focus was twofold: On the empirical level the focus was placed on the translatability of certain British-English social science indexing terms into the Finnish language and culture at a concept, a term and an indexing term level. On the theoretical level the focus was placed on the aim of translation and on the concept of equivalence. In accordance with modern communicative and dynamic translation theories the interest was on the human dimension. The study is qualitative. In this study, equivalence was understood in a similar way to how dynamic, functional equivalence is commonly understood in translation studies. Translating was seen as a decision-making process, where a translator often has different kinds of possibilities to choose in order to fulfil the function of the translation. Accordingly, and as a starting point for the construction of the empirical part, the function of the source text was considered to be the same or similar to the function of the target text, that is, a functional thesaurus both in source and target context. Further, the study approached the challenges of multilingual thesaurus construction from the perspectives of semantics and pragmatics. In semantic analysis the focus was on what the words conventionally mean and in pragmatics on the ‘invisible’ meaning - or how we recognise what is meant even when it is not actually said (or written). Languages and ideas expressed by languages are created mainly in accordance with expressional needs of the surrounding culture and thesauri were considered to reflect several subcultures and consequently the discourses which represent them. The research material consisted of different kinds of potential discourses: dictionaries, database records, and thesauri, Finnish versus British social science researches, Finnish versus British indexers, simulated indexing tasks with five articles and Finnish versus British thesaurus constructors. In practice, the professional background of the two last mentioned groups was rather similar. It became even more clear that all the material types had their own characteristics, although naturally not entirely separate from each other. It is further noteworthy that the different types and origins of research material were not used to represent true comparison pairs, and that the aim of triangulation of methods and material was to gain a holistic view. The general research questions were: 1. Can differences be found between Finnish and British discourses regarding family roles as thesaurus terms, and if so, what kinds of differences and which are the implications for multilingual thesaurus construction? 2. What is the pragmatic indexing term equivalence? The first question studied how the same topic (family roles) was represented in different contexts and by different users, and further focused on how the possible differences were handled in multilingual thesaurus construction. The second question was based on findings of the previous one, and answered to the final question as to what kinds of factors should be considered when defining translation equivalence in multilingual thesaurus construction. The study used multiple cases and several data collection and analysis methods aiming at theoretical replication and complementarity. The empirical material and analysis consisted of focused interviews (with Finnish and British social scientists, thesaurus constructors and indexers), simulated indexing tasks with Finnish and British indexers, semantic component analysis of dictionary definitions and translations, coword analysis and datasets retrieved in databases, and discourse analysis of thesauri. As a terminological starting point a topic and case family roles was selected. The results were clear: 1) It was possible to identify different discourses. There also existed subdiscourses. For example within the group of social scientists the orientation to qualitative versus quantitative research had an impact on the way they reacted to the studied words and discourses, and indexers placed more emphasis on the information seekers whereas thesaurus constructors approached the construction problems from a more material based solution. The differences between the different specialist groups i.e. the social scientists, the indexers and the thesaurus constructors were often greater than between the different geo-cultural groups i.e. Finnish versus British. The differences occurred as a result of different translation aims, diverging expectations for multilingual thesauri and variety of practices. For multilingual thesaurus construction this means severe challenges. The clearly ambiguous concept of multilingual thesaurus as well as different construction and translation strategies should be considered more precisely in order to shed light on focus and equivalence types, which are clearly not self-evident. The research also revealed the close connection between the aims of multilingual thesauri and the pragmatic indexing term equivalence. 2) The pragmatic indexing term equivalence is very much context-depended. Although thesaurus term equivalence is defined and standardised in the field of library and information science (LIS), it is not understood in one established way and the current LIS tools are inadequate to provide enough analytical tools for both constructing and studying different kinds of multilingual thesauri as well as their indexing term equivalence. The tools provided in translation science were more practical and theoretical, and especially the division of different meanings of a word provided a useful tool in analysing the pragmatic equivalence, which often differs from the ideal model represented in thesaurus construction literature. The study thus showed that the variety of different discourses should be acknowledged, there is a need for operationalisation of new types of multilingual thesauri, and the factors influencing pragmatic indexing term equivalence should be discussed more precisely than is traditionally done.

Integrating environmental education in primary school education in Tanzania : teachers’ perceptions and teaching practices

The study focuses on primary school teachers’ perceptions of environmental education, its integration into primary school education and teachers’ teaching practices in Tanzania. The thesis is based on empirical research. The theoretical underpinnings of the study are based on Palmer’s (1998) model of environmental education. According to the model, meaningful environmental education should include education about, in or through and for the environment. The study is supported by national and international literature from research done on environmental education and education for sustainable development and policy statements. The study is qualitative in nature, adopting phenomenography and phenomenology as points of departure. The empirical data was collected from four primary schools in Morogoro region in Tanzania. The study sample consisted of 31 primary school teachers. Data was collected through interviews and lesson observations. According to the results of the study, primary school teachers expressed variations in their perceptions of environmental education and education for sustainable development. Most of the teachers focused on the aspect of knowledge acquisition. According to Tanzanian education and training policy, environmental education has to be integrated into all subjects. Although there is environmental education in the primary school curriculum, it is not integrated on an equal footing in all subjects. Some subjects like science, social studies and geography have more environmental content than other subjects. Teachers claim that the approach used to integrate environmental education into the school curriculum was not favoured because many claimed that what is to be taught as environmental education in the various subjects is not shown clearly. As a result, many teachers suggested that to ensure that it is taught properly it should be included in the curriculum as an independent subject or as specific topics. The study revealed that teachers’ teaching practices in integrating environmental education varied from one subject to another. Although most of the teachers said that they used participatory methods, lesson observations showed that they limited themselves to question and answer and group discussion. However, the teachers faced a number of barriers in the teaching of environmental education, some of which include lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs.

Conference Proceedings. Academic Mobility Blending Perspectives - Mobilité Académique Perspectives croisées

Les 21, 22 et 23 septembre 2006, le Département d’Études Françaises de l’Université de Turku (Finlande) a organisé une conférence internationale et bilingue (anglais et français) sur le thème de la mobilité académique ; le but de cette rencontre était de rendre possible la tenue d’un forum international et multidisciplinaire, susceptible d’être le siège de divers débats entre les différents acteurs de la mobilité académique (c’estàdire des étudiants, des chercheurs, des personnels enseignants et administratifs, etc.). Ainsi, ont été mis à contribution plus de cinquante intervenants, (tous issus de domaines aussi variés que la linguistique, les sciences de l’éducation, la didactique, l’anthropologie, la sociologie, la psychologie, l’histoire, la géographie, etc.) ainsi que cinq intervenants renommés1. La plupart des thèmes traités durant la conférence couvraient les champs suivants : l’organisation de la mobilité, les obstacles rencontrés par les candidats à la mobilité, l’intégration des étudiants en situation d’échange, le développement des programmes d’études, la mobilité virtuelle, l’apprentissage et l’enseignement des langues, la prise de cosncience interculturelle, le développement des compétences, la perception du système de mobilité académique et ses impacts sur la mobilité effective. L’intérêt du travail réalisé durant la conférence réside notamment dans le fait qu’il ne concentre pas uniquement des perspectives d’étudiants internationaux et en situation d’échange (comme c’est le cas de la plupart des travaux de recherche déjà menés sur ce sujet), mais aussi ceux d’autres corps : enseignants, chercheurs, etc. La contribution suivante contient un premier corpus de dixsept articles, répartis en trois sections : 1. Impacts de la mobilité étudiante ; 2. Formation en langues ; 3. Amélioration de la mobilité académique. À l’image de la conférence, la production qui suit est bilingue : huit des articles sont rédigés en français, et les neuf autres en anglais. Certains auteurs n’ont pas pu assister à la conférence mais ont tout de même souhaité apparaître dans cet ouvrage. Dans la première section de l’ouvrage, Sandrine Billaud tâche de mettre à jour les principaux obstacles à la mobilité étudiante en France (logement, organisation des universités, démarches administratives), et propose à ce sujet quelques pistes d’amélioration. Vient ensuite un article de Dominique Ulma, laquelle se penche sur la mobilité académique régnant au sein des Instituts Universitaires de Formation des Maîtres (IUFM) ; elle s’est tout particulièrement concentrée sur l’enthousiasme des stagiaires visàvis de la mobilité, et sur les bénéfices qu’apporte la mobilité Erasmus à ce type précis d’étudiant. Ensuite, dans un troisième article, Magali Hardoin s’interroge sur les potentialités éducationnelles de la mobilité des enseignantsstagiaires, et tâche de définir l’impact de celleci sur la construction de leur profil professionnel. Après cela arrive un groupe de trois articles, tous réalisés à bases d’observations faites dans l’enseignement supérieur espagnol, et qui traitent respectivement de la portée qu’a le programme de triple formation en langues européennes appliquées pour les étudiants en mobilité (Marián MorónMartín), des conséquences qu’occasionne la présence d’étudiants étrangers dans les classes de traductions (Dimitra Tsokaktsidu), et des réalités de l’intégration sur un campus espagnol d’étudiants américains en situation d’échange (Guadalupe Soriano Barabino). Le dernier article de la section, issu d’une étude sur la situation dans les institutions japonaises, fait état de la situation des programmes de doubles diplômes existant entre des établissements japonais et étrangers, et tente de voir quel est l’impact exact de tels programmes pour les institutions japonaises (Mihoko Teshigawara, Riichi Murakami and Yoneo Yano). La seconde section est elle consacrée à la relation entre apprentissage et enseignement des langues et mobilité académique. Dans un premier article, Martine Eisenbeis s’intéresse à des modules multimédia réalisés à base du film « L’auberge espagnole », de Cédric Klapish (2001), et destinés aux étudiants en mobilité désireux d’apprendre et/ou améliorer leur français par des méthodes moins classiques. Viennent ensuite les articles de Jeanine Gerbault et Sabine Ylönen, lesquels traitent d’un projet européen visant à supporter la mobilité étudiante par la création d’un programme multimédia de formation linguistique et culturelle pour les étudiants en situation de mobilité (le nom du projet est EUROMOBIL). Ensuite, un article de Pascal Schaller s’intéresse aux différents types d’activités que les étudiants en séjour à l’étranger expérimentent dans le cadre de leur formation en langue. Enfin, la section s’achève avec une contribution de Patricia KohlerBally, consacrée à un programme bilingue coordonné par l’Université de Fribourg (Suisse). La troisième et dernière section propose quelques pistes de réflexion destinées à améliorer la mobilité académique des étudiants et des enseignants ; dans ce cadre seront donc évoquées les questions de l’égalité face à la mobilité étudiante, de la préparation nécessitée par celleci, et de la prise de conscience interculturelle. Dans un premier chapitre, Javier Mato et Bego

Towards the Best A++ Rating Productivity of Research and Teaching in Finnish Universities

Tämän tutkimusraportin suomenkielinen versio on osoitteessa: http://urn.fi/URN:ISBN:978-951-29-4509-2

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.