Browsing by Subject "opetusmetodit"

Tutkimuksen tavoitteena on selvittää millaisia opetusmenetelmiä ja työtapoja käytetään ensimmäisen luokan varhennetun englannin kielen opetuksessa suomalaisissa kouluissa, sekä verrata miten ne eroavat kolmannen luokan A1-englannin kielen opetuksesta. Lisäksi tutkin millä tavoin ikäspesifiset vaatimukset on huomioitu opetuksessa; mikä on äidinkielen ja kohdekielen suhde opetuksessa ja opetusaktiviteeteissa; millaisia aktiviteetteja näihin opetusmenetelmiin ja työtapoihin sisältyy; mitä opetusmateriaaleja käytetään varhennetussa englannin kielen opetuksessa; sekä millaisia motivaatiostrategioita on mahdollisesti nähtävissä varhennetussa kielenopetuksessa. Tutkielman teoriaosuudessa käsittelen niitä opetusmenetelmiä ja työtapoja, joita aineistossa on käytetty tai jotka ovat aineiston analyysin kannalta tärkeitä. Näistä merkittävimmät ovat viestinnällinen kieltenopetus, kielisuihku/kielisuihkutus, Total Physical Response (TPR) -menetelmä sekä Audiolingvaalinen menetelmä. Lisäksi esittelen aiempia tutkimuksia varhennetusta kieltenopetuksesta. Tutkielma on laadullinen tapaustutkimus. Aineisto kerättiin äänittämällä, videoimalla ja havainnoimalla kolmea varhennetun englannin kielenopetuksen ryhmää kahdessa koulussa sekä havainnoimalla kahta kolmannen luokan A1-englannin ryhmää. Havainnoinnin apuna käytettiin observointilomaketta, jossa oli valmiita kategorioita. Observointien jälkeen näiden luokkien opettajia haastateltiin täydentämään havainnointia sekä selvittämään heidän näkemyksiään ja asenteitaan. Aineisto kerättiin marras-joulukuussa 2015. Aineisto litteroitiin opettajan osalta kokonaan ja oppilaiden kohdalla osittain. Tämän jälkeen havainnointiaineisto luokiteltiin, observointilomakkeen kategorioita päivitettiin sekä analysoitiin etsien vastauksia tutkimuskysymyksiin. Haastattelut litteroitiin, käännettiin suomenkielisten vastausten osalta englanniksi ja analysoitiin. Tuloksista käy ilmi, että varhennetussa englannin kielenopetuksessa käytetään ensisijaisesti kielisuihkutusta, TPR-menetelmää ja toistamisharjoituksia. Tutkimukseen osallistuneella kolmannella luokalla sen sijaan ei ollut käytössä mitään selkeää opetusmenetelmää ja opetus oli oppikirjalähtöistä. Varhennetussa kieltenopetuksessa ikäspesifiset vaatimukset oli huomioitu painottamalla suullisia taitoja ja pelillisyyttä. Varhennetussa kieltenopetuksessa koulussa B äidinkielen ja kohdekielen suhde oli n. 50/50, mutta koulussa A äidinkieltä käytettiin runsaammin kuin kohdekieltä. Tyypillisimmät aktiviteetit koulussa A olivat kulutetun ajan mukaan pelit ja leikit sekä kertojen mukaan erilaiset toistamisharjoitukset. Koulussa B erilaiset pelit olivat yleisimmät aktiviteetit sekä ajallisesti että kertojen mukaan. Koulussa A käytettiin runsaasti interaktiivisen valkotaulun ohjelmistoa, digitaalista ääntä tai musiikkia, sekä kuvia. Koulussa B käytettiin myös interaktiivista valkotaulua, mutta ohjelmisto oli suppeampi. Koulussa B oli hieman laajemmin erilaisia opetusmateriaaleja.

Aims. Sustainable development has become the most important theme in the development co-operation in the 21st century. Sustainable development is pursued by environmental education among other things. This research rose from the discussion about the meaning of environmental education in developing countries and especially the effect it might have in the environment and society. Nepal and one of its rural private schools was selected as a research object. The themes and questions of the research are: 1. Conceptions of the immediate environment of students and teachers: What does immediate environment mean according to the students and teachers? 2. Students' most important acts in the environment: What kind of effect do the students think they can have on the environment in their everyday life? 3. Teachers' opinions, experiences and methods in environmental education: What do teachers think should be taught to the students in environmental education? What are the teachers actually teaching? What kind of methods are the teachers using while teaching environmental education? Researching the conceptions of immediate environment and acts in the environment gives information about the students' and teachers' relation with the nature in their everyday life and the baseline from which environmental education will be implemented from. Teachers' opinions, experiences and methods in environmental education provide information on the current implementation of the environmental education. Methods. Ethnography was selected as a research method. Before collecting the actual data, a pre-study was conducted. The aim of the pre-study was to specify the research themes and practice the cross-cultural interview as a research method. The actual data was collected in the last week of January 2010 in Dhangadhi, Nepal. The data included twenty-two drawings and captions from the students and one group interview with the teachers. The data was analyzed with brief quantitative analysis and full analysis was done with a qualitative method called content analysis. Results and conclusions. Teachers' and student's conceptions of immediate environment differ from each other. Students saw the immediate environment from the scientific approach while the teachers thought it was more social conception. The interface was found in their own personal environment. This interface is a good baseline for environmental education. The most important acts in the environment for the students were protection towards the environment. The students saw their possibilities to have an influence in the environment through the school. A connection between the school and acting in the environment was evident. In the teachers' opinions and experiences of environmental education, environmental problems and the importance of teaching attitudes and values were found. No logic thematic entities were discovered but the teachers did use different kinds of methods in their teaching. Achieving the international aims for environmental education was very challenging in the research school because of the teachers' lack of information and skills to teach the subject. The context where the school works was also challenging.

This is a qualitative research that focuses on the views of five preliminary teachers’ opinions on learning games as a part of preliminary teaching in primary schools. The goal of this research is to figure out what kinds of learning games teachers have used during their preliminary lessons during the autumn period of 2016, what are the most suitable learning abstracts to learn with learning games and what kinds of consequences there have been after the pupils have started playing these learning games. The study discusses how often learning games are used in the classroom and what kind of beliefs do these teachers hold concerning learning games’ cognitive, informative, social and technical aspects. How can a teacher evaluate immigrant children’s learning process through a game play? For the purposes of this research, preliminary teaching means separated education that lasts max one year and which is offered to an immigrant pupil whose Finnish language skills are not developed enough for them to be studying in a same classroom with the Finnish age-mates. The access to get preliminary teaching is legislated in Finnish education law (§ 628/1998). Usually a preliminary pupil is a child, who has just moved to Finland. The inspiration behind this research is personal. I used to be a preliminary teacher for the immigrant children in one primary school in Helsinki. There I noticed how much using learning games boosted the pupils’ motivation to learn Finnish language and how they gave a new rhythm to our preliminary classes. I also researched class teachers’ opinions about learning games in my Bachelor’s Thesis so this felt like the natural next step. Methods. This is a qualitative case study. The research material is collected and combined from the questionnaire answers given by five preliminary teachers. The teachers answered to a digital questionnaire where there were different statements and claims considering learning games and questions about preliminary teaching as well as the most played leaning games and the time used with the learning games. In the questionnaire form there were also open answer areas where the teachers could answer to the questions in their own words. The main theory in this research is a model of (learning) game pedagogy (Krokfors, Kangas & Kopisto, 2016, 214; Krokfors, 2006; Kangas 2010; Lakkala, 2010) which focuses on the cognitive, informative, social and technical sides of a learning game and the evaluation pro-cess on game playing and learning. The other source of background influence on this re-search is the newest national curriculum for primary schools (2016) where learning games are mainly discussed as a learning method and a tool for digital development. Conclusions. Most of the teachers used learning games as a part of their teaching many times during the school week. Learning games were clearly most used for teaching Finnish language (alphabets, reading, writing, listening and learning singular Finnish words). Also mathematics and natural science was taught with a learning game. Learning games were seen as a good tool for individualizing education. The teachers told in their answers that not only do the learning games develop pupils’ skills step by step but a pedagogically good learn-ing game also saves teachers time resources enabling them to focus on each pupil at a time. The most used games were all digital. The Finnish language learning games, Ekapeli and Ekapeli Maahanmuuttaja were the most played games. Also digital Ville -learning environ-ment and Kahoot -the quizzing game environment were mentioned.