Browsing by Subject "kehittämistutkimus"

This master’s thesis concerns itself with teaching multiplication in a kinesthetic way. The aim of this study was to increase the amount of kinesthetic activities in a school day and to familiarize with the concept of teaching kinesthetic multiplication. Several studies have shown the positive effects which exercise has on studying and, through that, on learning. In favor of utilizing exercise along with other teaching methods speaks the fact that exercise as one teaching method is concrete as well as it is active, characteristics which support the development of mathematical concepts. In addition, exercise can in many occasions be indirectly beneficial for learning skills and on the learning results. This study aims to create useable and inspiring educational material for kinesthetic multiplication for third graders. Multiplication is a central area of mathematical studies in the elementary school, which proves that there is cause for supporting the learning of multiplication. The material for this study also supports well the new, activity-based National Core Curriculum for Basic Education, as well as helps achieving the goal of increasing the amount of sports and activities in schools. This study was carried out as a design-based research in which participated three class teachers and their classes. Two cycles of design were used when creating this design-based research. The subject of this design work was the educational material for teaching kinesthetic multiplication. Based on a material package that I designed, I held 15 lessons, teaching kinesthetic mathematics for three school classes during four weeks. After the experimental teaching period the educational material was further developed based on the received feedback from teachers as well as from interviews. SWOT analysis was used in the analysis of the data. Based on the results of this design-based study, kinesthetic mathematics as well as teaching kinesthetic multiplication are functional teaching methods on the third grade of elementary school. This argument was supported by both the theoretical problem analysis and the empirical problem analyses. As this study was not an intervention research, it could not be concluded whether the pupils learned multiplication better with the help of the material I created or with the help of active mathematics, or whether they could have learned multiplication better with the help of some other method. According to the results of this study, the most central benefit of kinesthetic mathematics for learning was that the pupils became motivated towards practicing multiplication. Based on the experimental teaching period, other benefits of active mathematics were, among others, positive experiences of exercising, excitement about exercising, improved ability to focus through active practices as well as increased ability to work in a group.

This is a research on how the manifestation of critical thinking skills of secondary school students was supported in the different iterations of the Global Challenges phenomenom-based learning course. Phenomenom-based learning (PhBL) is one alternative on how to teach critical information gathering and processing skills – also known as knowledge building – which are vital in the modern society. The implemented models of PhBL, however, lack foundational research and they’ve been criticized to be a waste of time. This thesis introduces how PhBL can be carried out in a pedagogically meaningful way by utilizing the theories of project-based learning, inquiry-based learning and collaborative knowledge building. Three years of design work resulted in a research-based model on how to organize a PhBL course for secondary education. The model is justified and criticized in the framework of the national curriculum and previous research. This thesis follows the design-based research (DBR) protocol by describing the needs, different processes and the final product of the design. Research material was gathered from the Global Challenges course that was organized from 2017 to 2019 by Helsinki University Science Education Center for students of secondary schools. The gathered material is mostly qualitative, constisting of the course materials, participant observation carried out by the university students and narrative self-evaluations, course artefacts and summative feedbacks from the secondary school students. In the first iteration 10 out of 19 attending students were observed, whereas in the second iteration all seven attending students were observed. The observation reports of the first two iterations were subjected to empirical problem analysis. In the third iteration participant observation was no longer carried out, and all material consists of the course assignments that the 17 attending students submitted in to the created MOOC web-learning environment. The manifestation of the critical thinking skills on the secondary school students’ course assignments in 2nd and 3rd iterations were comparatively analyzed with The Vocabulary of Critical Thinking Skills (2009) by Phil Washburn. A successfull practice of phenomenom-based learning required well defined structure and guidance. The goals of the course were met only partially in the first iterations, because the freedom and fun didn’t motivate the students to invest in the knowledge building process. The elements implemented in the last iteration supported meeting the goals considerably more efficiently than the model of free knowledge creation. The manifestation of the critical thinking skills was connected to the ability to follow the structures modelled after the Progressive inquiry. The conclusion was that the structures of PhBL must be built up carefully, if they are to challenge the traditional subject learning model in a pedagogically meaningful way.

Craft education serves as a potential platform for students' creativity. The focus of craftwork studies has lately been changing form technique learning and product making to more creative direction. This is also evident in the new, 2016 launched, curriculum of craft education. The curriculum emphasizes craftwork as a more experimental and exploratory subject where different techniques and materials are combined. The purpose of this Master's Thesis was to develop new and more creative ways to teach craftwork. The project consists of three parts. In the first phase, different ideas were mapped by brainstorming and utilizing existing theories. Subsequently, based on the ideas from the first phase a teaching module was built. The execution of the scheme was documented by filming a video. In the last phase the video material was analyzed and creative activities were highlighted. Eventually, by combining the existing theories and observations from the video an outline for online material for creative craftwork teaching was develop. This teaching material aims to approach craft education from a more creative and expressive point of view. This project indicated that several factors affect the creative craft process. Giving enough time and encouragement to all students' individual craftsmanship proved to be important for increasing creativity among students. Possibility to explore different materials and techniques had also a positive effect on creativity. Team work, encouraging and casual atmosphere contributed also to the creative process. Teacher's role as a supporter and inspirer was also important. The produced web material is based on the observations from this study and also supports the new craft curriculum. The material is online and thus easily available for everybody. In addition, a Facebook page was created to encourage people for more interactive conversation. www.luovalanka.wordpress.com

Nowadays design has an important role in people's everyday life. The goal of design education is to help children and young people to be more aware of and to understand different forms of design in our society, and learn how to apply design methods in practice. This is the way to promote and develop important future skills, such as knowledge creation, critical thinking and problem solving skills. In the new Finnish National Curriculum for Basic Education 2014 designing is an important part of craft education. This Master's Thesis is part of a wider design-based research which consists of work done by me and Päivi Heikkilä. Our research theme was to design and develop new design-based teaching material for secondary school craft education. The goal of the material is to inspire teachers and pupils to get familiar with the design process and to exploit it in a more holistic way in craft education. The original teaching material was designed, based on the background theory and experience, together with Päivi Heikkilä. After that we continued developing the material using the methods of user experience research. The survey for the craft teachers was part of my own Master's Thesis. The aim of the survey was to collect opinions and development ideas from the teachers working in the schools. The beta version of Muoto & käsityö teaching material was sent to 115 craft teachers around Finland and they evaluated different features of it. They were also asked to give ideas how to develop the material. The data was analyzed using statistical and qualitative research methods. According to this research, teachers are seeing the Muoto & käsityö teaching material suitable for craft education. They see the appearance and the overall structure clear, the content suitable for the secondary school pupils and the theoretical part important introduction to understand the design process. Teachers were also pleased with the usability of the project part. All of our goals for the teaching material were achieved. Teachers are seeing the Muoto & käsityö teaching material as a current and necessary addition to craft education, especially now when the new Finnish National Curriculum for Basic Education will take effect.

Objectives. This study describes the development process of one exercise focusing on textiles in the Finnish National Museum's workshop Vintti. Study's mission is to develop the existing textile exercise in co-operation with the museum staff. The planning of the new exercise is done co-operation with the museum staff, where the developing has done during this study individually. The elaborated exercise is analysed by what kind of experiences it causes in its users. Methodology. Development research is the methodology of this study. The development process was done by following Jorma Kananen's (2012) model. The research data was the development process of the textile exercise, the elaborated exercise and the experiences it caused in it's users. Informants (n=4) experiences were collected with thinking aloud-method. Experiences were analysed with the model introduced by Eeva-Katri Ahola (2007). Results and conclusions. The exercise got elaborated during this study, and the new exercise caused experiences connected to emotions, progress and corporeality in informants. Aholas introduced sections of experiences only experience connected to personal involvement did not show in this study. The exercise got elaborated more versatile and to more senses using. Although there is still chance to expand the exercise to inform with more knowledge.

The research develops a teaching method to increase students' self-direction in handicraft education. The purpose is to determine whether regular exercise of mindfulness increases the self-direction of the students. Research has emerged from the need for practice. Previous studies have shown that mindfulness affects self-directedness. Mindfulness is associated with better performance-oriented self-direction (Howell & Buro, 2011). Mindful-ness exercises develop children's concentration, stress management, self-directedness and self-awareness. In addition to self-directedness, mindfulness promotes socio-emotional un-derstanding and positive attitude. (Schonert-Reichl & Lawlor, 2010.) The study was conducted as a qualitative desing-based research. Ten seventh grade students participated in the study. The study involved an 8-week conscious presence intervention in craft education. The data were collected by observing students during the interventi-on and by a self-direction questionnaire before and after the intervention. The analysis was carried out as a theory-based content analysis. The analysis used an observation diary and a self-directed questionnare based on Alanen's (2014) self-directed themes. These themes include mastering the language of the craft, taking responsibility for the craft process, courage in action, and working fluency. The intervention in the study had a positive impact on the students' work flow. According to the study, the mindfulness exercises had a positive effect on the start of the students' craft classes. Pupils began to work in a more self-directed way after practicing mindfulness exercises. Based on this, exercises can be used in craft teaching to streamline the beginning of lessons. This study could not reliably determine the effect of the exercises on the students' self-directedness other than on board the lessons.

The new POPS 2014 emphasizes elementary school's responsibility on teaching working life skills more than before. As a part of studies in elementary school there is a Introduction to Working Life period ("TET" Period) that introduces working life to pupils in practice. Making TET Period rewarding for a pupil requires a lot of active contribution from the employer's side too. The goal of this developmental study is to create and facilitate fluent co-operation between YIT Group and elementary schools. Means for reaching the goal is developing and arranging a versatile TET Period which is rewarding to all the stakeholders; the student, the company and the school. This study was conducted by applying the methods of Desing-Based-Research in two cycles. The development bases on literature and earlier studies in youth education and working life, POPS, Introduction-to-working-life as a part of compulsory education, company social responsibility, learning and different learning environments. Key questions were: "What have the pupils learned about YIT business and its work community during the Introduction-to-working-life period?", "Which aspects the instructors and students considered as high-importance matters in the TET Course?". Research material consists of student questionnaires, theme interviews of the students and some of YIT personnel, students' filled TET work applications forms and observations material. Analysis of the material was conducted using qualitative content analysis method. The research takes place between fall 2015 and spring 2016. Altogether ten Introduction to Working Life periods were arranged: four for ninth grade students during fall 2015 and six for eight-graders during spring 2016. In 2015 attendance was thirteen pupils and in 2016 it was fourteen. The goal was to find out about pupils' learnings and which aspects need to be taken into account in arrangements. This study concludes that the pupils' understanding on company operations and its different professionals improved and became more versatile. Furthermore, the pupils were able to list factors that relate to meaningful work life in more detail. However, their dream professions mainly stayed as earlier. According to pupils the most positive things in the TET Period were nice atmosphere and variable content. On the other hand the most of the instructors felt like that the TET Period requires planning and extra work. Based on observations one may run into surprises during the arrangements. Thus, a clear plan as well as direct communication between all parties facilitate success.

The purpose of this user-centred design-based research was to design trousers individually for a young woman who has special needs for trouser's functional considerations due to a spinal cord injury. In addition to the functionality of the product, the trousers also had to respond to the user needs for her expressive and aesthetic preferences. Earlier studies show that there are not enough fitting, functional and at the same time aesthetically pleasing clothes for physically disabled people. The framework for user needs was based on the FEA consumer needs model developed by Lamb and Kallal (1992), which focuses all functional, expressive and aesthetic considerations to recognize consumer needs and wishes for apparel design. From the user data collection, qualitative content analysis gathered the essential issues and themes to identify the user profile, the context of a use-situation and the needs of the user for the design of the trousers. The gathered material showed the user's need for two different types of trousers: classic and timeless jeans and sporty trousers for casual use. Based on the results and interpretations of the design analysis, the trousers were developed in three different versions: the first jeans, the further developed jeans and the sporty trousers for casual use. The user evaluated the usability of three trousers by Nielsen's (1993) five-point grading scale in each stage of the development process. The comparative starting point for the evaluation was user's everyday trousers used before her disability. According to the evaluation, development on the trousers occurred, when the further jeans and the sporty trousers for casual use corresponded to all the functional, expressive and aesthetic needs of the user. This research provides concrete practical implementation solutions for the functional considerations of an individually designed trousers, but also provides a perspective on the aesthetic and expressive aspects of apparel design. The results of the study confirm Lamb's and Kallal's (1992) view that the functionality, expressiveness and aesthetics of the apparel are not mutually exclusive, as the individually designed adaptive apparel can also be of one's own style.