Search

Kouluissamme siirryttiin keväällä 2020 lyhyellä ennakkovalmistautumisella etäopetukseen koronapandemian vuoksi. Samaan aikaan asetettiin rajoituksia myös harrastustoiminnan ja yleisötilaisuuksien järjestämiselle sekä suljettiin julkisia tiloja. Nuorten arki muuttui keväällä äkillisesti ja arvaamattomasti. Tutkimuksessa tarkastellaan ala- ja yläkoulun oppilaiden sekä lukion opiskelijoiden poikkeusolojen aikaista hyvinvointia unen, ruokailun, liikunnan, vuorovaikutuksen, osallisuuden, yksinäisyyden ja kiusaamisen näkökulmista. Lisäksi selvitetään, miten nämä tekijät olivat yhteydessä heidän hyvinvointinsa muutokseen etäjakson aikana. Empiirisenä aineistona käytetään kevään ja kesän 2020 aikana oppilailta (n=970; peruskoululaiset ja lukiolaiset) kyselyjen avulla kerättyä tietoa. Tutkimustulosten perusteella etäjakson aikana tapahtui oppilaiden hyvinvoinnin eri osa-alueilla yleisemmin kielteisiä kuin suotuisia muutoksia. Oppilaat nukkuivat keskimäärin enemmän ja kiusaamista ilmeni vähemmän kuin normaalin koulunkäynnin yhteydessä, mutta muissa hyvinvoinnin osatekijöissä muutos ei ollut suotuisaa. Noin kolmannes vastanneista oppilaista arvioi hyvinvointinsa heikentyneen etäopetuksen seurauksena. Monet hyvinvointia heikentäneet piirteet olivat yhteydessä toisiinsa ja kasautuivat samoille nuorille. Arjen rutiinit ja niiden hallinta auttavat hyvinvoinnin säilyttämisessä. Asiasanat: etäopetus, hyvinvointi, pandemiat, nuoret *** Student well-being during distance learning during the COVID-19 emergency In the spring of 2020, people’s daily lives changed suddenly and unpredictably due to COVID-19. This study examines the well-being of primary and secondary school students during the state of emergency from the perspectives of sleep, eating habits, physical activity, interaction, inclusion, loneliness, and bullying. In addition, the study explores how these factors were related to changes in student well-being during the school lockdown. The empirical data were collected from students (n=970; primary and secondary school students) during spring and summer 2020 by means of questionnaires. The results show that during the distance-learning period, negative changes in different aspects of students’ well-being were more common than positive ones. Approximately one-third of the respondents estimated that their well-being had deteriorated as a result of distance. Many of the characteristics that had a negative impact on well-being were interlinked and clustered among the same young people. Keywords: distance learning, well-being, pandemic, youth

Artikkelissa kuvataan vuosiluokkien 1−3 oppilaiden kokemuksia etäopetuksesta. Tutkimus pohjaa Distant Learning -tutkimusryhmän keräämään aineistoon, johon on koottu eri-ikäisten oppilaiden, opettajien ja huoltajien kokemuksia kevään 2020 etäopiskelujaksosta. Tässä artikkelissa tutkimusaineistona käytetään perusopetuksen alimpien luokkien oppilaiden (n=212) kyselyvastauksia. Tavoitteena on kuvata oppilaiden näkemyksiä siitä, miten he kokivat etäopetusajan ja miten koulutyö etäopetusjaksolla heidän kokemuksensa mukaansa järjestyi. Artikkelissa selvitetään myös, miten se, että oppilaalla oli käytettävissä opetuksen järjestäjän tarjoama päätelaite, oli yhteydessä kokemuksiin etäopetuksesta. Tulokset osoittavat, että alimpien luokkien oppilaat olivat pääsääntöisesti kokeneet etäopetusajan myönteisesti. Henkilökohtainen koulun tarjoama päätelaite lisäsi opiskelun koulumaisuutta ja vuorovaikutusta opettajan kanssa. Oppilaat, joilla ei ollut käytössään koulun tarjoamaa laitetta, kokivat tarvinneensa enemmän apua kodin aikuisilta. He myös opiskelivat yleisemmin joko kodin aikuisten tai lapsen itsensä päättämän aikataulun mukaisesti. Ne oppilaat, jotka eivät ajatelleet etäopetuksen sopivan itselleen, kokivat etäopetusaikana enemmän yksinäisyyttä ja muita harvemmin ilontunteita., This article describes students’ distance learning experiences in grades 1–3 at Finnish primary schools. The study is based on the data collected by the Distant Learning research group, which aims at studying the experiences of Finnish students, teachers and guardians about the distance learning period in spring 2020. The data of this article is collected from 212 lower primary school students with an online questionnaire and the aim is to investigate how these students experienced distance learning and how schoolwork in the distance learning period was organized according to their experience. Furthermore, the study explores how an IT-device (tablet or PC) provided by the school was related to student’s distance learning experiences. The results showed that students in the lower grades had experienced the distance learning period mainly positively. Devices provided by the school increased the school-like structure of distance learning and enhanced the interaction between the teacher and the student during the distance learning period. Without the school’s device pupils needed more help from their guardians and more generally studied according to a schedule decided by either the guardians or the children themselves. Those students who did not find distance learning suitable for themselves experienced more loneliness and less joy during the distance learning period.

Adaptive expertise is a highly sought after, but difficult to achieve, outcome of mathematics education. Many teaching methods appear to support the development of adaptive expertise only in a small proportion of students. Game-based learning environments may be useful for supporting adaptive expertise. Therefore, we carried out a quasi-experimental classroom intervention to examine the possibility of using a game-based learning environment to promote adaptive rational number knowledge, a potential indicator of adaptive expertise in the domain of rational numbers. The Number Line Elaboration and Exploration learning environment relied on the increasing elaboration of the number line analogy as a means for students to explore connections between multiple aspects of rational number knowledge. Our results show the game-based learning environment was successful in promoting adaptive rational number knowledge. These results provide directions for the development and examination of how learning environments may be able to support adaptive expertise. publishedVersion

Rational number knowledge is a crucial feature of primary school mathematics that predicts students’ later mathematics achievement. Many students struggle with the transition from natural number to rational number reasoning, so novel pedagogical approaches to support the development of rational number knowledge are valuable to mathematics educators worldwide. Digital game-based learning environments may support a wide range of mathematics skills. NanoRoboMath, a digital game-based learning environment, was developed to enhance students’ conceptual and adaptive rational number knowledge. In this paper, we tested the effectiveness of a preliminary version of the game with fifth and sixth grade primary school students (N = 195) using a quasi-experimental design. A small positive effect of playing the NanoRoboMath game on students’ rational number conceptual knowledge was observed. Students’ overall game performance was related to learning outcomes concerning their adaptive rational number knowledge and understanding of rational number representations and operations.

This paper investigates the learning outcomes of comprehensive school pupils in the context of safety based on a quantitative research design. We considered learning and safety competence here as a combination of knowledge, skills and attitudes. We collected the data using two questionnaires, TUKO I (n=375) and TUKO II (n=272). Teachers and the third sector (NGO´s, non-governmental organizations) external experts carried out safety lessons and drills in four comprehensive schools in between two data collection periods.The results of this study show that about one third of the pupils had the good to excellent level of safety knowledge. A novel finding of this study is that during the intervention, the primary school pupils developed their safety attitude whereas the secondary school pupils improved their safety skills. Based on this pilot study, we can conclude that experiential learning and safety drills in schools might have an effect especially on safety attitudes and skills. However, there is a need for more research to understand the relations of cause and effect.

A frame is a square u u , where u is an unbordered word. Let F ( n ) denote the maximum number of distinct frames in a binary word of length n . We count this number for small values of n and show that F ( n ) is at most ⌊ n / 2 ⌋ + 8 for all n and greater than 7 n / 30 − ϵ for any positive ϵ and infinitely many n . We also show that Fibonacci words, which are known to contain plenty of distinct squares, have only a few frames. Moreover, by modifying the Thue–Morse word, we prove that the minimum number of occurrences of frames in a word of length n is ⌈ n / 2 ⌉ − 2 .

An infinite word is S-automatic if, for all n ≥ 0, its (n + 1)st letter is the output of a deterministic automaton fed with the representation of n in the considered numeration system S. In this extended abstract, we consider an analogous definition in a multidimensional setting and present the connection to the shape-symmetric infinite words introduced by Arnaud Maes. More precisely, for d ≥ 2, we state that a multidimensional infinite word x : N → Σ over a finite alphabet Σ is S-automatic for some abstract numeration system S built on a regular language containing the empty word if and only if x is the image by a coding of a shape-symmetric infinite word.

In combinatorics on words, factors of the form ww, i.e., squares can be studiedfrom two perspectives. On one hand, one may try to avoid squares by constructingsquare-free words. A classical example of an infinite square-free word over a3-letter alphabet is obtained from the famous Thue-Morse word[1] using a certainmapping; see [14, 15]. On the other hand, one may try to maximize the numberof square factors in a word. The theorem of Fraenkel and Simpson states that aword of length n contains always less than 2n distinct squares [6]. A very shortproof for this and an improved upper bound 2n−Θ(logn)was given by Ilie in [9]and [10]. However, based on the numerical evidence, the conjectured bound is n.In this paper we consider squares in partial words, which are words with “donot know”-symbols ⋄ called holes. Here a square is a factor of the form ww

We consider relational periods, where the relation is a compatibility relation on words induced by a relation on letters. We prove a variant of the theorem of Fine and Wilf for a (pure) period and a relational period.

A compatibility relation on letters induces a reflexive and symmetric relation on words of equal length. We consider these word relations with respect to the theory of variable length codes and free monoids. We define an (R, S)-code and an (R, S)-free monoid for arbitrary word relations R and S. Modified Sardinas-Patterson algorithm is presented for testing whether finite sets of words are (R,S)-codes. Coding capabilities of relational codes are measured algorithmically by finding minimal and maximal relations. We generalize the stability criterion of Schiitzenberger and Tilson's closure result for (R, S)-free monoids. The (R, S)-free hull of a set of words is introduced and we show how it can be computed. We prove a defect theorem for (R, S)-free hulls. In addition, a defect theorem of partial words is proved as a corollary.

We consider words, i.e. strings over a finite alphabet together with a similarity relation induced by a compatibility relation on letters. This notion generalizes that of partial words. The theory of codes on combinatorics on words is revisited by defining (R,S)-codes for arbitrary similarity relations R and S. We describe an algorithm to test whether or not a finite set of words is an (R,S)-code. Coding properties of finite sets of words are explored by finding maximal and minimal relations with respect to relational codes.

We consider words together with a compatibility relation induced by a relation on letters. Unique factorization with respect to two arbitrary word relations R and S defines the (R,S)-freeness of the semigroup considered. We generalize the stability theorem of Schutzenberger and Tilson’s closure result for (R,S)-free semigroups. The inner and the outer (R,S)-unique factorization hull and the (R,S)-free hull of a set of words are introduced and we show how they can be computed. We prove that the (R,S)-unique factorization hulls possess a defect effect, which implies a variant of a cumulative defect theorem of word semigroups. In addition, a defect theorem of partial words is proved as a corollary.

We divide infinite sequences of subword complexity 2n+1 into four subclasses with respect to left and right special elements and examine the structure of the subclasses with the help of Rauzy graphs. Let k > 2 be an integer. If the expansion in base k of a number is an Arnoux-Rauzy word, then it belongs to Subclass I and the number is known to be transcendental. We prove the transcendence of numbers with expansions in the subclasses II and III.

We say that a partial word w over an alphabet A is square-free if every factor xx^' of w such that x and x^' are compatible is either of the form @?a or a@? where @? is a hole and a@?A. We prove that there exist uncountably many square-free partial words over a ternary alphabet with an infinite number of holes.

A similarity relation is a relation on words of equal length induced by a symmetric and reflexive relation on letters. The aim of this article is to give an overview of the results concerning repetition-freeness in connection with similarity relations. We consider so called chain relations, cyclic relations and partial words, which can be seen as a special case of similarity relations. As a new result, we prove that local 3+-repetitions can be avoided in binary partial words and the local avoidability index of $\mathring{R}$ -cubes is five, where $\mathring{R}$ is a relation such that the graph of the relation is a cycle.

We give a new proof for the decidability of the D0L ultimate periodicity problem based on the decidability of p-periodicity of morphic words adapted to the approach of Harju and Linna., In Proceedings WORDS 2011, arXiv:1108.3412

We consider the number $\sigma(w)$ of positions that do not start a square in binary words $w$. Letting $\sigma(n)$ denote the maximum of $\sigma(w)$ for length $|w|=n$, we show that $\lim \sigma(n)/n = 15/31$.

Given a morphism h prolongable on a and an integer p, we present an algorithm that calculates which letters occur infinitely often in congruent positions modulo p in the infinite word hω(a). As a corollary, we show that it is decidable whether a morphic word is ultimately p-periodic. Moreover, using our algorithm we can find the smallest similarity relation such that the morphic word is ultimately relationally p-periodic. The problem of deciding whether an automatic sequence is ultimately weakly R-periodic is also shown to be decidable.

Une version préalable est parue sous le titre "Restricted square property and infinite partial words", Technical Report of the Turku Centre for Computer Science, Turku, Finlande, 02/2009, 13 pages (ISSN 1239-1891); International audience; We prove that there exist infinitely many infinite overlap-free binary partial words containing at least one hole. Moreover, we show that these words cannot contain more than one hole and the only hole must occur either in the first or in the second position.We define that a partial word is k-overlap-free if it does not contain a factor of the form xyxyx where the length of x is at least k. We prove that there exist infinitely many 2-overlap-free binary partial words containing an infinite number of holes.

Let I be a finite set of integers and F be a finite set of maps of the form n?k i n + ? i with integer coefficients. For an integer base k ? 2, we study the k-recognizability of the minimal set X of integers containing I and satisfying φ(X) ? X for all φ ? F. In particular, solving a conjecture of Allouche, Shallit and Skordev, we show under some technical conditions that if two of the constants k i are multiplicatively independent, then X is not k-recognizable for any k ? 2.

An infinite word is S-automatic if, for all n>=0, its (n + 1)st letter is the output of a deterministic automaton fed with the representation of n in the considered numeration system S. In this extended abstract, we consider an analogous definition in a multidimensional setting and present the connection to the shape-symmetric infinite words introduced by Arnaud Maes. More precisely, for d>=2, we state that a multidimensional infinite word x : N^d \to \Sigma over a finite alphabet \Sigma is S-automatic for some abstract numeration system S built on a regular language containing the empty word if and only if x is the image by a coding of a shape-symmetric infinite word.

By the famous theorem of Morse and Hedlund, a word is ultimately periodic if and only if it has bounded subword complexity, i.e., for sufficiently large n, the number of factors of length nis constant. In this paper we consider relational periods and relationally periodic sequences, where the relation is a similarity relation on words induced by a compatibility relation on letters. We investigate what would be a suitable definition for a relational subword complexity function such that it would imply a Morse and Hedlund-like theorem for relationally periodic words. We consider strong and weak relational periods and two candidates for subword complexity functions.

Automata, Logic and Semantics, We consider relational periods where the relation is a compatibility relation on words induced by a relation on letters. We introduce three types of periods, namely global, external and local relational periods, and we compare their properties by proving variants of the theorem of Fine and Wilf for these periods.