Browsing by Subject "Elämänkatsomustieto"
Now showing items 1-5 of 5
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(2021)Tämä tutkimus yhdistää elämänkatsomustietoon sekä verkko-oppimateriaaleihin tutustumisen. Tavoitteena on saada yleiskäsitys siitä, millainen oppiaine on kyseessä ja kuinka siihen suunnattu Apollo verkko-oppimateriaali täyttää kyseisen katsomusaineen sisältöalueet. Kandidaatintutkielmani alussa tarkastelen elämänkatsomustiedon luonnetta ja miten se on saanut monen vaiheen kautta nykyisen roolinsa perusopetuksen opetussuunnitelmassa. Oppiaineen tarkastelun jälkeen perehdyn siihen, mitä tarkoittaa oppimateriaali ja työväline sekä mistä puhutaan, kun puhutaan verkko-oppimateriaalista. Lisäksi tuon esille sen, kuinka konstruktivismi liittyy verkko-oppimateriaalien hyödyntämiseen. Tutkimuskysymykseni on: ”kuinka Apollo-verkko-oppimateriaali vastaa opetussuunnitelman (2014) asettamia sisältöalueita?” Pyrin löytämään vastauksia siihen, kuinka tämä vuonna 2015 julkaistu elämänkatsomustiedon verkko-oppimateriaali ilmentää neljää sisältöaluetta, jotka ovat kasvaminen hyvään elämään (S1), erilaisia elämäntapoja (S2), yhteiselämän perusteita (S3) sekä luonto ja kestävä tulevaisuus (S4). Tulokset osiossa tarkastelen yksitellen näiden neljän sisältöalueen ilmenemistä. Sisältöalueet saattavat esiintyä tietoruutujen, tarinoiden, yksilö- ja paritehtävien, monisteiden sekä toiminnallisten pelien ja -leikkien muodossa. Tuon esille mitä aiheita on korostettu, ja mitkä aiheet jäävät vähemmälle käsittelylle. Pohdin myös lopuksi, kuinka opetussuunnitelman asettamat tavoitteet toteutuvat Apollossa ja sen soveltuvuutta useammalle luokka-asteelle samanaikaisesti. Jatkotutkimuksissa olisi hedelmällistä perehtyä Apollon tarjontaan vielä opettajien ja oppilaiden näkökulmista. Opettajia ja oppilaita voisi haastatella Apollo verkko-oppimateriaalista esimerkiksi puolistrukturoidun haastattelun avulla ja mikäli mahdollista, tutkija voisi asettautua havainnoimaan Apollon käyttöä luokkahuoneeseen.
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(2016)The goal of this bachelor’s thesis is to gain new information on primary school life stance educator’s views on assessment. Life stance education assessment has been a neglected research topic. Previous research has shown that the subject is stil not fully equal compared to older school subjects. The reason I chose this topic for my bachelor’s thesis is to increase the knowledge on life stance education assessment. The research task of this thesis is to sort out and analyse the life stance education assessment views of two teachers. The research questions of this thesis were ”What areas of learning the interviewed teachers stressed in their teaching of life stance education?” and ”What were the most important assessed objectives in life stance education according to the interviewed teachers?” This thesis was a qualitative case study, in which two life stance educators were interviewed. Teachers were from the Greater Helsinki area. One of the teachers was an experienced life stance education teacher and the other was teaching life stance education for the first time in their career. Teachers’ life stance education classes differed greatly from each other. The interviews were semi-structured theme interviews. Research material, which was gathered by interviewing research subjects, was analysed with theory-guided content analysis. There were two frameworks for analysis, one built from National core curriculum’s concept of learning and the other was life stance education’s assessment criteria for sixth graders. From the results of this bachelor’s thesis can be deduced that the size of the class and prior experience in teaching life stance education affect both the teachers’ concept of learning and the in the objectives they stressed in their teaching. In the large-sized class, time used in learning interaction skills was greater than in the smaller class. Also the time of day when the classes were held affected greatly both the teacher and the students. The objectives teachers stressed varied also and the more experienced teacher had more variance in his most stresses objectives. The practical benefits of this reseach might be in the extra knowledge gained for teaching of life stance education and its assessent.
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(2023)In recent years, secular ethics education has increasingly risen to a prominent position in societal discourse because there has been a discussion about how to organize worldview education in Finland. The discussion has notably emphasized perspectives on equality and the needs arising from due the post secular changes in society. In this qualitative research, conducted for a master's thesis, I focus on the perspectives constructed about secular ethics as a school subject in discussions on social media platforms. The aim of this research is to provide more information and understanding about secular ethics education, examining it from the perspective of layman’s information, as an everyday knowledge. In general, laymen play a significant role in influencing to worldview education, as they engage in societal discussions, participate in political decision-making, and, as a parents, make decisions regarding their children's matters related to beliefs. In this study I investigate layman’s everyday information views based on social constructionism theory, which interprets social reality as being constructed through linguistic processes and interactions in society. The way reality is constructed is in significant role as shaping reality itself, in this context, secular ethics as a school subject. This is a relevant matter for the subject because, for instance, it is not mandatory for students without a religious affiliation to study it. Also, the subject may undergo changes in the future as part of the renewal of worldview education. I interpret the views constructed by anonymous online discussion participants in relation to the nature of the subject, the curriculum, regulations, research, and phenomenal changes in relation to religious, worldviews and society. The questions for the research are: 'How do anonymous online discussion participants construct views on secular ethics education?' and, as a sub-question, 'What are the prevailing interpretation strategies for constructing the views related to secular ethics as a subject?'. Research data is collected from six discussions debated between years 2016–2022 on online forum of www.vauva.fi. Topics were focused on secular ethics education and they comprised the amount of 275 comments. I analyzed my qualitive research data with an interpretative approach using discourse analysis to identify hegemonic and less hegemonic discourses in the comments of online discussion participants. I define hegemonic discourses as the most common ways of construct the views, and less hegemonic discourses as the rarer but present ways of assigning views on the subject. The analyze revealed that the most common ways to construct the view of the subject involved by making a positive affirmation of the secular ethics’ by constructing the view by comparing it dichotomous way how Evangelical Lutheran religions’ education is taught, by value choices and the best interest of the child, as well as a submitting critical examinations of the model of organizing worldview education in general. Less common ways emphasized the subject's being a ideology or the process of othering the student in the cause of studying secular ethics. I gathered the content of the most common views of the subject of secular ethics and it was based on the formatting a positive description by especially making a comparison to the subject of Evangelical Lutheran religion education, examining various dimensions of equality, emphasizing the subject’s modernity, demonstrating trust towards the subject, expressing the subject’s inadequacy in meeting changed needs of society, and need of making value choices caused by the Finnish school systems’ separative worldview education. Less common views included themes of expressing fear of othering the pupil due to studying the subject and constructing views that differed to way how secular ethics is based at curriculum and taught by emerging from it. Based on my research findings that are researched from the laymen’s everyday knowledge, secular ethics education can interpret as having a conflicting views regarding its sufficiency and adequacy as a part of Finnish worldview education. Furthermore, equality does not automatically prevail in this system which secular ethics takes a part even though it is the target of the activity’s arrangement. This observation provides additional insights for examining the Finnish worldview education within the current model of the separative worldview education and as a one sight of public opinion of the secular ethics as a school subject itself.
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(2023)In recent years, secular ethics education has increasingly risen to a prominent position in societal discourse because there has been a discussion about how to organize worldview education in Finland. The discussion has notably emphasized perspectives on equality and the needs arising from due the post secular changes in society. In this qualitative research, conducted for a master's thesis, I focus on the perspectives constructed about secular ethics as a school subject in discussions on social media platforms. The aim of this research is to provide more information and understanding about secular ethics education, examining it from the perspective of layman’s information, as an everyday knowledge. In general, laymen play a significant role in influencing to worldview education, as they engage in societal discussions, participate in political decision-making, and, as a parents, make decisions regarding their children's matters related to beliefs. In this study I investigate layman’s everyday information views based on social constructionism theory, which interprets social reality as being constructed through linguistic processes and interactions in society. The way reality is constructed is in significant role as shaping reality itself, in this context, secular ethics as a school subject. This is a relevant matter for the subject because, for instance, it is not mandatory for students without a religious affiliation to study it. Also, the subject may undergo changes in the future as part of the renewal of worldview education. I interpret the views constructed by anonymous online discussion participants in relation to the nature of the subject, the curriculum, regulations, research, and phenomenal changes in relation to religious, worldviews and society. The questions for the research are: 'How do anonymous online discussion participants construct views on secular ethics education?' and, as a sub-question, 'What are the prevailing interpretation strategies for constructing the views related to secular ethics as a subject?'. Research data is collected from six discussions debated between years 2016–2022 on online forum of www.vauva.fi. Topics were focused on secular ethics education and they comprised the amount of 275 comments. I analyzed my qualitive research data with an interpretative approach using discourse analysis to identify hegemonic and less hegemonic discourses in the comments of online discussion participants. I define hegemonic discourses as the most common ways of construct the views, and less hegemonic discourses as the rarer but present ways of assigning views on the subject. The analyze revealed that the most common ways to construct the view of the subject involved by making a positive affirmation of the secular ethics’ by constructing the view by comparing it dichotomous way how Evangelical Lutheran religions’ education is taught, by value choices and the best interest of the child, as well as a submitting critical examinations of the model of organizing worldview education in general. Less common ways emphasized the subject's being a ideology or the process of othering the student in the cause of studying secular ethics. I gathered the content of the most common views of the subject of secular ethics and it was based on the formatting a positive description by especially making a comparison to the subject of Evangelical Lutheran religion education, examining various dimensions of equality, emphasizing the subject’s modernity, demonstrating trust towards the subject, expressing the subject’s inadequacy in meeting changed needs of society, and need of making value choices caused by the Finnish school systems’ separative worldview education. Less common views included themes of expressing fear of othering the pupil due to studying the subject and constructing views that differed to way how secular ethics is based at curriculum and taught by emerging from it. Based on my research findings that are researched from the laymen’s everyday knowledge, secular ethics education can interpret as having a conflicting views regarding its sufficiency and adequacy as a part of Finnish worldview education. Furthermore, equality does not automatically prevail in this system which secular ethics takes a part even though it is the target of the activity’s arrangement. This observation provides additional insights for examining the Finnish worldview education within the current model of the separative worldview education and as a one sight of public opinion of the secular ethics as a school subject itself.
Now showing items 1-5 of 5