K. Kumpulainen

K. Kumpulainen
University of Helsinki | HY · Department of Educational Sciences

PhD

About

149
Publications
39,711
Reads
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3,005
Citations
Citations since 2017
57 Research Items
1832 Citations
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20172018201920202021202220230100200300
20172018201920202021202220230100200300
Additional affiliations
May 2006 - present
University of Helsinki
Position
  • Professor (Full)

Publications

Publications (149)
Article
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This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study as...
Article
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Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children’s augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7–9),...
Article
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This study investigates and maps students' maker literacies as they relate to digital competence. The study builds on sociocultural theorizing and on the scholarship of digital literacy that defines maker literacies as social practices that entail making and remaking artifacts and texts using various materials and technologies. Through a detailed m...
Article
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This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video reco...
Article
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The need to foster citizens’ innovation skills is widely recognized. Although current research acknowledges the potential of makerspaces to promote innovation activities, research still lacks an understanding of underlying mechanisms that can lead the creation of innovations in makerspaces by students. Moreover, research to date has overlooked how...
Article
Today 3.7 million refugee children are out of school. The ones forcibly displaced across borders are likely to remain there much of their childhoods and go through an entire school cycle in exile. Without access to quality education, these children have diminished likelihood of breaking free from circular dependency, scarcity, and marginalization....
Article
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This study is a reaction to the paucity of research on children’s aesthetic encounters in living environments that are increasingly troubled by pollution, urban development and climate change. We ask how child-environment aesthetic encounters unfold in urban wilds and seek to identify the tensions and transformations that such encounters create. Ou...
Chapter
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It has been suggested that makerspaces create alternative teaching and learning arrangements to more established educational practices (in the school), creating opportunities for distributed expertise and leadership between teachers and students. In this study, we interviewed teachers working in a school-based makerspace, the FUSE Studio in a Finni...
Article
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The focus of this study is on the pedagogy of flipped learning (FL) in mathematics teaching. There has been extensive research into FL, but less research on teachers’ pedagogical rationales when adopting this pedagogy. The present study addresses this research gap by examining interviews with mathematics teachers in Finland. These teachers identifi...
Article
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In this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio‐cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two chi...
Article
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Educational change in schools calls for collaboration-based creative actions from teachers. However, most studies on collaborative creativity focus on students’ creative teamwork, whereas research on collaborative creativity among teachers is scarce. Drawing on group creativity studies and scholar Keith Sawyer's (1999, 2012a) concept of constrainin...
Chapter
This chapter contributes to research knowledge on the meaning of material artifacts in students’ social interactions in technology-rich, creative educational spaces. In specific, drawing on sociocultural theorizing (Grossen, 2010; Vygotsky, 1986, 1997) and Wartofsky’s (1979) schema of mediating artifacts, we investigated the meaning of material art...
Article
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This article examines the unfolding joy in young children’s literacy practices in a Finnish early years classroom. We focus on the unfolding of joy in intra-action among children, adults and materials during literacy learning endeavours by thinking with new materialist theories, and the data from an early years multiliteracies project named The Sto...
Article
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This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empiric...
Article
Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This...
Article
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In this study, we aim to widen the understanding of how students’ collaborative knowledge practices are mediated multimodally in a school’s makerspace learning environment. Taking a sociocultural stance, we analyzed students’ knowledge practices while carrying out STEAM learning challenges in small groups in the FUSE Studio, an elementary school’s...
Article
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This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning acti...
Article
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Although making—that is, playing, experimenting, expressing, connecting, and constructing with different tools and materials towards personal and collective ends—has characterised the everyday activities of many children and adults across cultures for ages, there seems to be no doubt that novel digital technologies and media are transforming and re...
Article
Understanding the dynamic processes of learning situated across space and time, beyond here and now, is presently challenging traditional definitions of learning and education. How should we conceptualize learning that is able to respond and explain the increasing complexity, connectivity, and velocity of our times? We elaborate on the notion of ‘c...
Article
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Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of scientific play during children’s inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a five-week period. The data...
Article
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Artikkeli liittyy kulttuurikasvatuksen toteuttamiseen varhaiskasvatuksessa. Tarkastelemme, kuinka sivistyskasvatus heijastuu varhaiskasvatuksen opettajien erilaisissa tavoissa soveltaa erästä suomalaisiin luontouskomuksiin ja myytteihin liittyvää pedagogista materiaalia. Sivistyskasvatuksella viittaamme J. A. Hollon (1895–1967) ajatuksiin kasvatuks...
Article
This paper investigates adult–child interaction in the early years of education. The intention is to understand how children's initiatives and practitioners’ responses support and/or hinder children's agency. Our ethnographic data include 150 h of video data supplemented by observational field notes from a Finnish Early Childhood Education (ECE) ce...
Chapter
Full-text available
This chapter discusses young children’s makerspaces and making activities situated in Finnish Early Childhood Education (ECE) in connection to a national curriculum reform emphasising integrated multimodal, and playful Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning. In specific, the chapter draws on a case study of a MakEY...
Chapter
This chapter focuses on the processes and conditions for the emergence of positive affect during children’s multiliteracies learning endeavors in a Finnish pre-primary school which culminated in an exhibition at a local library. It identifies three thematic categories of activity which correlated strongly with positive, affective outcomes, namely:...
Chapter
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In this chapter, we draw on Green's (1988) three-dimensional model of literacy and propose a framework for researching and enhancing children's engagement and learning opportunities in science from a dynamic literacy perspective. The chapter shows how early science education that draws on multiliteracies pedagogy can provide children with rich oppo...
Chapter
This chapter discusses the opportunities and challenges associated with the inclusive use of digital portfolios in pedagogical documentation in Finnish early childhood education (ECE), and examines children’s participation and agency in the process. The chapter draws upon empirical data from the research and development programme of three Finnish m...
Article
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Despite the potential of digitally enhanced learning environments for supporting twenty-first-century learning and educational change, there is a dearth of research knowledge on students’ transformative agency in their use of digital technologies and media within these contexts. Transformative agency accounts for young people’s initiative and commi...
Article
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This study reports on an investigation of teacher interventions in students’ collaborative work in an educational makerspace. We draw on a qualitative analysis of video data on teacher–student interaction derived from 94 students (aged 9–12) and their teachers in a Finnish school. The results show that the teacher interventions were both student‐ a...
Chapter
Making and design environments, often referred to as makerspaces, have aroused recent educational interest. These environments typically consist of spaces that support interest-driven engagement in hands-on creative activities with a range of digital artefacts. Although a variety of benefits from participating in making and design activities have b...
Chapter
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Despite the growing popularity of makerspaces in education, we currently have little understanding of the conditions and processes that promote students’ design thinking and knowledge creation in these digitally-enriched learning environments. To address these research gaps in current research knowledge, we draw on two ethnographic case studies on...
Chapter
This chapter discusses children’s imaginative play and literacy practices as mediated by mobile digital technologies and media. In this chapter, drawing on sociocultural theory and the notion of dynamic literacies, we consider how digital technologies including mobile technologies interact and potentially expand children’s imaginative play, leading...
Article
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In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the noti...
Conference Paper
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This symposium brings together different studies on the adoption and sustainability of FUSE Studios, an alternative STEAM learning infrastructure. Since its launch, FUSE has been adapted successfully in 136 different school-based implementations operating across 18 different states and two countries (USA and Finland). Yet, despite being tailored to...
Article
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This study investigates agency-structure dynamics in students and teachers' social activity in a novel design and making environment in the context of the Finnish school system, which has recently undergone major curricular reform. Understanding that agency is an important mediator of educational change, we ask the following questions: How are agen...
Article
Perusopetuksen opetussuunnitelman perusteissa (POPS 2014) oppilaiden osallisuus on yksi keskeisistä arvoista. Artikkelissa arvioimme osallisuuden toteutumista yhden monialaisen oppimiskokonaisuuden toteutumisessa. Aineisto on kerätty ensimmäisen luokan opetuksesta seitsemän viikkoa kestäneen oppimiskokonaisuuden aikana. Tutkimusaineiston keräämisee...
Article
In the new national core curriculum for Finnish preschool and basic education, rationales for supporting pupil participation are framed by the goal of developing school communities by listening to pupils’ perspectives, the social nature of teaching and learning and pupils’ participatory role in planning, implementing and evaluating their own learni...
Article
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Despite the growing importance and popularity of new digitally enhanced making and design environments, students' knowledge creation is still a fairly unexplored issue within these contexts. To address this research gap, we have drawn on empirical case study data from a public school that is implementing a novel making and design environment called...
Article
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Diverse international perspectives show that children can benefit greatly from digital opportunities. Despite widespread optimism about the potential of digital technologies, especially for information and education, the research reveals an insufficient evidence base to guide policy and practice across all continents of the world, especially in mid...
Chapter
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This chapter addresses teacher agency in interpreting an educational change effort within the context of two Finnish schools. Specifically, the study examines the display of agentic orientations in teachers’ accounts while they reflect on the uptake of a new digital learning environment (called the FUSE Studio) at their schools as they adapt to a n...
Research
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The aim of this review of the literature is to identify what we already know about the engagement of children aged under eight in makerspaces. Given the limited literature in the area, the review takes a broader look at makerspaces for older children where relevant. This is not a systematic review; its aim is not to offer an exhaustive account of a...
Article
Purpose The purpose of this paper is to provide national information on school autonomy, leadership and student achievements in Finland. Design/methodology/approach The paper is a literature review on Finnish studies focusing on school autonomy, leadership and student achievement. The studies have been reviewed on the basis of a content analysis....
Article
This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time...
Article
In this article, we build on the notion of the chronotope to investigate how students create and manage time-space contexts in their technology-mediated interactions during a collaborative learning activity. Drawing on a dialogic approach, the study defines chronotopes as socially constructed time-space configurations with a specific narrative char...
Article
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This socioculturally informed study investigated children’s sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6–7) reflected on their everyday life with the help of photographs and drawings they made. Building on a situativ...
Article
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This study investigated the contradiction between student agency and teacher control in classroom interactions during dialogic teaching. The study focused on interactional moments when the students opposed or questioned the instructional activity, because it was hypothesized that the agency-control contradiction (Rainio, 2008) becomes particularly...
Article
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In this study, we investigated how Finnish children used photographs and drawings to discuss their preschool day experiences in focus groups. Building on sociocultural perspectives on mediated action (Vygotsky, 1978) we specifically focused on how these visual tools were used as mediational means in sharing experiences. The results of our embodied...
Chapter
The discontinuities between in-school and out-of-school learning have been the source of robust scholarship since the early 20th century (e.g., Dewey, 1916; Kilpatrick, 1923, 1925). Research has illuminated differences in people’s abilities to solve problems across settings, illustrating that engagement and learning can vary significantly by contex...
Chapter
Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments.
Chapter
In this chapter, we shall provide an introduction to the evaluation and assessment practices in Finnish basic education. We shall highlight the primary premises and goals set for the evaluation work and illuminate its realization at different levels of the system. Our introduction reveals the holistic development and enhancement function that educa...
Article
Full-text available
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...
Chapter
Understanding and promoting learning across school and out-of-school contexts have received increased attention in recent educational research and practice. Children and young people spend considerable time in out-of-school learning settings. Whether it be outside in the park playing with friends, fishing with an uncle, taking part in everyday fami...
Chapter
Lately, examinations of the discrepancies between learning in school and out-ofschool settings have been enriched by discourses that address the changing role of digital technologies and media in shaping ways in which young people engage, learn, and build their identities.
Book
Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experien...
Article
Full-text available
This article presents a comparative case study on the ways in which children’s school ecologies facilitate their adjusting positively to first grade in risk-filled contexts in South Africa and Finland. The insights of two children (one South African, one Finnish) from socio-economically disadvantaged communities, their teachers, parents and signifi...
Article
This article is situated in a body of research focusing on learning in and out of school, often referred to as studies of formal and informal learning. Drawing on the dialogic approach, the article warns against simplistic and dichotomous definitions of what counts as formal and informal learning. Instead, it calls for the importance of understandi...
Article
This study contributes to the discussion of the policy discourses related to the investment narrative in early childhood education. The article begins by contextualizing the concept of ‘quality’ in a narrative of investing in early childhood education. Employing techniques drawn from the tradition of discourse analysis, the paper highlights the fac...
Article
Full-text available
This paper discusses a socio-culturally informed study on children's sense of agency regarding their everyday lives. The empirical data comprise of open-ended interview situations where four elementary school children (age 9-10) reflect on their everyday life with the help of photographs they had themselves taken. The results highlight variation in...
Article
Drawing on the analytic concept of imaginary, this study investigates policy hybridisation in the Finnish early childhood education. Specifically, it illuminates how the interplay between different imaginaries enabled the neoliberal imaginary to oust the social-democratic imaginary through a tripartite process in a case of local productivity policy...
Article
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This article is based on a pedagogical action research initiative carried out in a Finnish primary school. Twenty-four 5th grade pupils and their teacher participated in the study. The research initiative was guided by two questions: (1) How do pupils experience their classroom practices? (2) How can pupils participate in the process of developing...
Article
In this chapter, we shall provide an introduction to the evaluation and assessment practices in Finnish basic education. We shall highlight the primary premises and goals set for the evaluation work and illuminate its' realization at different levels of the system. Our introduction reveals the holistic development and enhancement function that educ...
Article
Full-text available
This article is based on a pedagogical action research initiative comprising two research cycles. The study explores what constitutes meaningful experiences in the classroom from the pupils’ perspectives and how understanding pupils’ perspectives can foster the development of teachers’ practical theory and classroom actions. Photography and group i...
Chapter
The development of connectedness between the school, community, and learners’ lives has occupied several educational reform efforts and progressive pedagogies at least since the early twentieth century (e.g., Dewey, 1998). It is, however, recently that the importance of connectedness has received a renewed interest accelerated by efforts to develop...
Article
Full-text available
In this article, we elucidate a socio-culturally framed approach to supporting children’s creative museum engagement. Specifically, we focus on social activities and socio-cultural resources that can act as boundary-permeating objects in mediating children’s creative engagement and collaborative sense-making regarding cultural content within, acros...
Article
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This socioculturally framed case study focuses on children’s sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children’s sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children’s sense of agency in these two activity contexts....
Article
Full-text available
This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils’ perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, so...