Hakutulokset

Näytä kaikki 742

Dynamics and Change (KEMI6508-3004)

Objectives

After the course the student is able to
- treat and solve complicated kinetic schemes and mechanisms
- understand how the medium affects kinetic phenomena
- understand the importance of diffusion
- apply kinetic treatment to problems in photochemistry
- understand the principles of intermolecular energy transfer
- and the thermal and photoinduced electron transfer
- understand the physical basics of electrochemistry and electrochemical techniques
  • Opettaja
    Jukka Lukkari
Kategoria: Kemian laitos

Early life exposures in relation to health: Clinical and molecular insights (PGE/Early life exposures)

PGE course "Early life exposures in relation to health: Clinical and molecular insights"

  • Opettaja
    Kirsi Laitinen
Kategoria: PGE, UTUGS

Earth Observation and Remote Sensing (MAAN6736-3001)

Objectives

After completing the course, the student will be able to:
- Understand basic physical principles of passive and active remote sensing and Earth Observation (EO) technologies.
- Identify missions and services of EO space programs such as EU’s Copernicus programme and NASA’s Earth Observing System program.
- Identify types of remote sensing and EO data and its potential applications in different environmental and social challenges.
- Search for open EO data such as Multispectral, Synthetic Aperture Radar and LiDAR data from different online platforms.
- Process and analyse Multispectral, SAR, and LiDAR data using open software such as QGIS, OTB, SNAP, Python, open access cloud computing platforms and machine learning algorithms.
- Plan field surveys using an unmanned aerial vehicle (Drone) and Photogrammetry using open source tools such as Open Drone Map (ODM).
- Process and classify LiDAR cloud point data and plan field surveys using terrestrial laser scanning (TLS).
  • Opettaja
    Juuso Suomi
Kategoria: Maantieteen ja geologian laitos

EAST0131 Intermediate Japanese I 日本語中級I (EAST0131)

The aim of this course is to make students’ understanding of basic (JLPT N3-level) grammar solid and to further develop language skills so that they can advance to upper intermediate level. Emphasis of this course is on enabling students to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers on familiar matters possible.
  • Opettaja
    Kanako Kuramitsu
Kategoria: Itä-Aasian koulutus- ja tutkimuskeskus

EAST0197 Sustainable Development in East Asia (EAST0197)

Students learn about the origins of and the recent developments in sustainability thinking in general, and about its applications in East Asian nations in particular.

In 2015, all United Nations (UN) member states including China, Korea and Japan adopted the 2030 Agenda for Sustainable Development. The Agenda includes 17 Sustainable Development Goals (SDGs) ranging from ending poverty and hunger to good health and well-being, quality education, gender equality and access to clean water; other goals include responsible consumption and production, climate action and peace, justice and strong institutions (https://sdgs.un.org/goals). This course investigates the East Asian countries’ efforts to achieve the UN’s SDGs by 2030. More specifically, it looks at national strategies, policies, and challenges in their implementation.

The origins of sustainability as a social and political term are in the report "Our Common Future" of UN Brundtland Commission in 1987. The term sustainability, originally often divided in environmental, economic and social dimension became widely used after so called Earth Summit in Rio in 1992. With sustainability goals, the term re-emerges as a key normative guideline that stresses intergenerational equity. Is also defined as constant and controlled change occurring on local, national, and global levels.

Book exam based on a reading package published on the course Moodle page.

  • Opettaja
    Annamari Konttinen
Kategoria: Itä-Aasian koulutus- ja tutkimuskeskus

EAST0202 Korean for Work (Korean for Work)

After completing the course, students will be able to use Korean language for specific purposes (Korean for Work). After completing Module 2 (Korean for Work), students will be able to write job-related emails, job applications, resumés in Korean. Students will be familiarized with Korean language in workplaces.
Korean language for specific purposes consists of two module courses. Module 1: Korean for Research and Module 2: Korean for Work. This course is Module 2.

  • Opettaja
    Mary Song
Kategoria: Itä-Aasian koulutus- ja tutkimuskeskus

EAST0203 Korean for Research (Korean for Research)

After completing the course, students will be able to use Korean language for specific purposes (Korean for Research). After completing Module 1 (Korean for Research), students can search for Korean language materials for research, create surveys or interviews in Korean, and conduct fieldwork in Korean.
Korean language for specific purposes consists of two module courses. Module 1: Korean for Research and Module 2: Korean for Work. This course is Module 1.

  • Opettaja
    Mary Song
Kategoria: Itä-Aasian koulutus- ja tutkimuskeskus

EAST0204 Japanese for Work (EAST0204_JP_work)

Japanese (advanced) course for work life.  Course starts in autumn 2024.
Read more: https://opas.peppi.utu.fi/fi/opintojakso/EAST0204/102556?period=2024-2027

The course is available on both autumn and spring term. Continuous enrollment. Enroll both in Peppi and by contacting the course teacher by email.
  • Opettaja
    Silja Keva
Kategoria: Itä-Aasian koulutus- ja tutkimuskeskus

EDUT5282 Educational Psychology (Educational Psychology)

The course aims to provide an overview of the main theories related to the cognitive development of children.

Learning goals:

  • the basic tenets of each theory and how those determine instructional design decisions;
  • the way cognitive development is rationalized and operationalized in research ;
  • scientific literacy;
  • communication and collaboration skills
  • Opettaja
    Pamela-Zoe Topalli
Kategoria: OKL, Turku

EDUT6001 Theories of Learning: Cognitive and Socio-Cultural Perspectives (Theories of Learning)

Objectives and learning outcomes:

The aim is to engage students in the concepts of learning science, especially emphasizing the theories of the cognitivism and socio-cultural approaches. Students are expected to see the variety and  diversity of the learning theories and to understand how these can apply in designing their own teaching and in research. They are also expected to understand how they can themselves develop their skills and expertise according to their visions and previous knowledge base.

Students should become aware of the two approaches to learning:

1) the cognitive approach (knowledge acquisition) and

2) the socio-cultural approach (participation in knowledge communities).


Learning setting:

Degree students (4 ECTS): active participation in lectures (16 hours), workshops (10 hours), independent work (85 hours), and a 6-page essay (4 ECTS).

Exchange students (2-4 ECTS): active participation in lectures (16 hours), workshops (10 hours), independent work (85 hours), and a 2-page summary (2 ECTS option) or a 6-page essay (4 ECTS option).


Literature:

• Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121-152.

• Dobber, M. & van Oers, B. (2015). The Role of the Teacher in Promoting Dialogue and Polylogue During Inquiry Activities in Primary Education. Mind, Culture, and Activity, 22 (4), 326-341. DOI: 10.1080/10749039.2014.992545

• Ericsson, K.A., Krampe, R.T., Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.

• Eysink, T.H.S., Gersen, L. & Gijlers, H.(2015). Inquiry learning for gifted children. High Ability Studies, 26 (1), 63-74. DOI: 10.1080/13598139.2015.1038379

• Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179 (8), 1041-1054. DOI: 10.1080/03004430701731654

• Hong, H., Keith, K., Rice, R., Jennings, J.L. (2017). Using Imagination to Bridge Young Children's Literacy and Science Learning: A Dialogic Approach. Journal of Childhood Studies, 42 (1), 11-22.

• Katherine D. Kinzler and Elizabeth S. Spelke (2007). Core systems in human cognition. In C. von Hofsten & K. Rosander (Eds.) Progress in Brain Research, Vol. 164 ISSN 0079-6123

Evaluation procedure:

Active participation in classroom work and essay.

  • Opettaja
    Pamela-Zoe Topalli
Kategoria: OKL, Turku
Näytä kaikki 742