Browsing by Subject "oppiminen"

Metsähallituksen luontokeskukset ja -talot ovat asiakaspalvelupisteitä, joiden tehtävänä on jakaa tietoa ja neuvoa luonnonsuojelu- ja retkeilyalueille menijöitä. Tutkimuksen tavoitteena oli lisätä ymmärrystä niissä tapahtuvasta oppimisesta. Syvällisempi ymmärrys oppimisesta mahdollistaa asiakaspalvelupisteiden toiminnan ja niissä esillä olevien materiaalien kehittämisen niin, että ne tukevat paremmin kävijöiden oppimista. Tutkimus rajoittui Tunturi-Lapin alueella sijaitseviin luontokeskuksiin ja luontotaloon sekä näiden asiakaspalvelupisteiden yli 15-vuotiaisiin kävijöihin. Tutkimuksessa tarkasteltiin vain luonto-, retkeily- ja saamelaiskulttuuritietojen oppimista. Tutkimuksessa hyödynnettiin luontokeskus Kellokaan, Pallastunturin luontokeskuksen, Tunturi-Lapin luontokeskuksen ja Kilpisjärven luontotalon viimeisimpiä asiakastutkimusaineistoja. Kyseiset asiakastutkimukset on toteutettu vuosien 2004 ja 2011 välillä. Aineisto koostui yhteensä 1546 täytetystä kyselylomakkeesta. Tilastollisessa analyysissä käytettiin ristiintaulukointia ja lineaarisia regressiomalleja. Analyysi pohjautui pitkälti museo-oppimista koskevissa tutkimuksissa saatuihin tuloksiin, erityisesti Falkin ja Dierkingin museokokemusmalliin, jonka mukaan museokokemus rakentuu persoonallisesta, sosiaalisesta ja fyysisestä kontekstista sekä välittömästä toimintakontekstista. Kävijöiden neljä yleisintä syytä vierailla luontokeskuksessa olivat tiedonsaanti, näyttelyt, ostokset ja kahvila. Tiedonsaannista kiinnostuneet kävijät hakivat luontokeskuksesta ennen kaikkea luontoon liittyvää tietoa. Valtaosa kävijöistä oppi vierailun aikana luontoon ja retkeilyyn liittyviä tietoja. Kävijät myös pitivät tiedonsaantia keskimäärin hyvänä. Tietojen oppimiseen vaikuttivat voimakkaimmin elämykset sekä näyttelyn kiinnostavuus ja laatu. Mitä elämyksellisempänä kävijät kokivat vierailun ja mitä kiinnostavampana tai laadukkaampana he pitivät pysyvää näyttelyä, sitä paremmaksi he keskimäärin arvioivat tiedonsaannin. Asiakaspalvelupisteissä esitettävien video- ja diaesitysten katsominen paransi hieman kävijöiden luontotiedonsaantia. Tunturi-Lapin luontokeskuksen Vuovjjuš - Kulkijat -näyttelyyn tutustuminen lisäsi selvästi kävijöiden tietoja saamelaiskulttuurista. Tulosten perusteella luontokeskukset ja -talot onnistuvat jo nykyisellään melko hyvin tehtävässään jakaa tietoa. Kävijöiden oppimista olisi kuitenkin mahdollista parantaa panostamalla elämysten tarjoamiseen, selvittämällä kävijöiden kiinnostuksen kohteet näyttelyitä uudistettaessa, esittämällä näyttelyissä käsiteltävät asiat selvästi ja riittävän yksinkertaisesti sekä houkuttelemalla yhä useammat kävijät katsomaan video- tai diaesitys.

Objectives. In 2015 more than 30,000 asylum seekers arrived in Finland, exceeding the number of applicants of previous years multiple times. In Finland school-aged asylum seekers are entitled to free basic education. For pupils who have insufficient Finnish or Swedish language skills in order to study in a general education group, preparatory education can be arranged. The students of preparatory education groups are a heterogeneous group of immigrants, from which minor asylum seekers can be seen as the most vulnerable group. The purpose of this thesis is to examine the factors affecting the learning and education of minor asylum seekers and refugees in particular. Methods. The thesis was conducted as a descriptive literature review. Peer-reviewed articles were found in the ERIC database for the review. 8 articles were selected for the analysis. Results and Conclusions. The results of this review were divided into educational, psychological, social and cultural factors affecting the learning and education of minor asylum seekers. The previous school experiences of minor asylum seekers vary. In addition, their parents' previous educational opportunities are likely to be inadequate, creating poor starting points for learning. The pre-migration experiences of asylum seekers can expose them to various mental disorders. In addition, waiting and uncertain future can affect learning, for example, by losing motivation or reducing progress. Minor asylum seekers' education is also affected by the difficulties encountered in peer relationships, which result from the weak language skills, class placements and limited integration opportunities. The assessment of asylum seekers is hampered by incomplete background information and the lack of appropriate assessment tools, which is why it is challenging to recognize their needs. Asylum seekers may experience conflicts in their home and school culture and therefore might refuse from the support and rehabilitation services provided.

Objectives. The goal of this thesis is to examine what kind of mathematical identity the groups of third, fourth and fifth grade students have. In addition, the study aims to decipher, through drawings produced by students, what kind of positive methods teacher use in math lesson, and considers whether positive pedagogy has an effect on students’ mathematical identities. Methods. The research method for this thesis was a qualitative case study of pupils’ drawings and writings. The research material comprised of 44 drawings and 44 writings. The research group consisted of three school classes from Uusimaa. The teaching methods of the class teachers were largely in line with positive pedagogy. The drawings were analyzed through drawing analysis and the writings by using classifications. Results and conclusions. The mathematical identities of the data were defined into four different categories: positive mathematical identity, conflicting mathematical identity, neutral mathematical identity, and negative mathematical identity. In the studied groups, over half of the students had a positive mathematical identity. Negative mathematical identities occurred the least. The majority of students described positive means in teacher action. The postive means of teachers manifested themselves in three different ways: encouraging and positive precence, support for learning, and encouraging and positive words. Based on the data, the teachers had the most encouraging precence and support for learning. Although the various words of encouragement were not very much present, the students for the most part described their relationship with the teacher positively. The research findings the encourages the use of positive pedagogy because it has the potential to positively influence a learner’s mathematical identity. The research also shows that drawing research, especially with combined with students’ writings, is a good method of research in analyzing mathematical identity.

Tiivistelmä - Referat – Abstract Aims. Diverse responsibilities and expanding work environments demand teachers to learn continuously in constantly changing conditions in Universities of Applied Sciences. It is important to investigate how teachers learn at work and elaborate the most opportune learning situations. The purpose of this study is to find out how teachers at Universities of Applied Sciences learn in their work environment and how they regulate their learning in various situations. This study aims to answer the following research questions: 1. What kind of meaningful learning situations do teachers at University of Applied Sciences describe? 2.Which aspects of self- and co-regulated learning do the teachers demonstrate in these situations? 3. Which aspects of self- and co-efficacy were related to the learning situations described by the teachers? 4. How were the aspects of self- and co-regulated learning and self- and co-efficacy related to the key learning situations? Methods. The data consisted of semi-structured thematic interviews collected from eight teachers working at the University of Applied Sciences. The interviews contained questions about positive and negative learning experiences and the goals teachers set in terms of their learning and work. The interviews also aimed to find out how teachers seek to develop their own competences, to ascertain the relationship between colleagues and their own learning and competence as well as describe the factors that increase and decrease their self- and co- efficacy. The interview data were qualitatively content analysed by using an abductive strategy. The relationship between regulation and efficacy in the learning situations was then examined. Results and conclusions. The most relevant learning contexts for teachers in University of Applied Sciences were professional community, teaching context and informal learning situations. Reflection appeared as a significant component of regulation of learning among teachers. Other evident components were the substantial use of different strategies and monitoring. Examination of the relationship between regulation of learning and efficacy clarified the relationship and helped to construct a more profound understanding of teachers’ learning in various learning contexts.

This study aimed at discovering whether using a Virtual Reality (VR) educational platform can result in better learning outcomes compared to a more traditional form of instructional technology, video. In addition, this study aimed at providing information of VR’s ability to transmit credibility, and especially to transmit trustworthiness, competence, and sense of goodwill. Several studies regarding the use of VR and more traditional technologies in education provided the theoretical foundation for this thesis. Additionally, credibility and affordance related theories were involved in the theoretical background. This experimental study was executed as a quantitative study that employed randomized, controlled crossover experiments within test subjects. Three forestry related contents (1) Harvester head, (2) Tree cell, and (3) Laser scanning point clouds, were exposed to test subjects and questionnaires were used to gather information of the experiment and to measure i.a. credibility, affordances and other variables. Pre- and post-test were used to measure learning. The data consisted of N=100 test subjects of which 49 experienced video treatment and 51 experienced VR treatment. Learning results were not better in VR treatments. Conversely, learning results were significantly better in video treatments. There was a significant difference in learning results between the Harvester head content and the other two contents. In Harvester head content test subjects gained significantly better learning results in VR and video conditions. Credibility of the experts was perceived equally high in both VR and video treatments. However, Competence and Goodwill were perceived higher in VR treatments. The expert in the Harvester head content was perceived least competent in both treatments. Finally, the results indicated the chosen affordances (Opportunities, Multi-sensory, Three-dimensionality, and Commitment and Motivation) were significantly more suitable to VR treatments than video. In the light of the obtained results, adapting a VR technology to educational or training purposes should be done with a careful consideration. VR enables visualization in an immersive way that increases motivation and engagement towards the content taught. However, compelling visuals nor the novel media alone do not necessarily result in better learning results. Focusing on presenting specific contents and tasks in VR will enhance its use for educational and training purposes. In the future studies, attention should be paid to avatar credibility and VR’s ability to transmit sense of Competence and Good-will better than traditional media. Additionally, based on the results of this study, the interactive functions of VR ought to be emphasized when focusing on promoting learning.

Tutkielman tavoitteena on selvittää, millaisia haasteita suomenkielisillä saksanopiskelijoilla on saksan sanapainossa. Tutkielmassa suoritetaan virheanalyysi, jossa selvitetään, miten paljon saksanopiskelijat tekevät virheitä sanapainossa ja millaisia yksilöllisiä eroja heidän välillään on. Tämän avulla pyritään selvittämään, kuinka laaja haaste saksan sanapaino suomenkielisille on ja millaisia virheitä siinä yleisimmin tehdään. Virheanalyysin yhteydessä toteutetaan lyhyt korpusanalyysi, joka tutkii kahden saksan kielen sanan, überall ja überhaupt painotusta. Tutkimusaineistona käytetään vuoden 2010 TAITO-projektin videoitua materiaalia, jossa Helsingin yliopiston saksan pääaineopiskelijat suorittavat suullisia keskustelutehtäviä saksaksi, sekä HY-TALK-projektin materiaalia vuodelta 2011, jossa Helsingin yliopiston Kielikeskuksen saksan kurssin opiskelijat suorittavat samankaltaisia keskustelutehtäviä. Korpusanalyysissä käytetään apuna Mannheimin saksan kielen instituutin Datenbank für gesprochenes Deutsch – tietokantaa ja siitä saatua korpusta Forschungs- und Lehrkorpus für gesprochenes Deutsch (FOLK). Tutkielman teoriaosuudessa muodostetaan kuva saksan sanapainosta ilmiönä mm. ääntämisoppikirjojen ja erilaisten sanapainoon keskittyvien aikaisempien tutkimusten avulla. Teoriaosuudessa selvitetään, miten sanan rakenne vaikuttaa sen painotukseen ja millaisia sääntöjä saksan painotuksessa on. Saksan sanapainoa myös verrataan lyhyesti suomen kielen sanapainoon. Saksan sanapainoa käsitellään myös pedagogisesta näkökulmasta ja teoriaosuuden myöhemmässä vaiheessa selvitetään mm. erilaisten didaktisten oppaiden avulla, miten saksan sanapainoa voisi käsitellä kouluympäristössä, sekä perehdytään siihen, millaiset tekijät johtavat ääntämysvirheisiin ja pohditaan niiden käsittelyä luokkahuoneessa. Analyysin tuloksina todetaan, että suomenkieliset saksanopiskelijat painottavat erityisen usein virheellisesti ensimmäistä tavua, kun sanapaino on saksan kielessä sanan lopussa. Varsinkin painottomat prefiksit, kuten ge- aiheuttavat usein haasteita. Virheiden määrässä ja laadussa on myös melko suuria yksilöllisiä eroja, eikä lähtötaso kaikissa tapauksissa korreloi virheiden määrän kanssa.

Tämän kirjallisuuskatsauksen tavoitteena on syventyä design – etnografiaan ja sen käyttöön kasvatustieteellisellä kentällä, tarkemmin oppimisen ja koulun kontekstissa. Tutkimuksen tuloksena saadaan mahdollisimman monipuolinen kuvaus design – etnografiasta, sen käyttökohteista sekä mahdollisista hyödyistä ja haasteista oppimisen ja koulun kontekstin tutkimuksissa. Kandidaatin tutkielma toteutettiin kuvailevana kirjallisuuskatsauksena, joka mahdollistaa monipuolisen, laaja-alaisen sekä ajankohtaisen katsauksen design – etnografian käytöstä tällä hetkellä. Kuvailevaan kirjallisuuskatsaukseen valittiin pääosin kansainvälisiä tutkimuksia ja artikkeleita. Tutkimus osoitti, että design – etnografiaa on käytetty koulun ja oppimisen kontekstissa jonkin verran, mutta sen käyttö on soveltunut aikaisempien artikkeleiden ja tutkimuksien perusteella melko kapealle sektorille. Design – etnografista menetelmää on sovellettu erityisesti oppimisympäristöjen kehittämisen apuna sekä erilaisten kontekstien kulttuurien tutkimuksissa. Tutkimuksissa nostettiin esille erilaisia hyötyjä sekä heikkouksia design – etnografisen menetelmän käytössä kasvatustieteellisessä tutkimuksessa. Hyötynä koettiin erityisesti monipuoliset työkalut, joilla voidaan syventyä hyvin monipuolisesti erilaisiin tilanteisiin. Heikkoutena koettiin erityisesti design – etnografian monipuolisuuden tuomat haasteet, koska tutkimustavan käyttöönotto ja soveltaminen voi olla melko monimutkaista.

Aims. Previous research on entrepreneurial education has mainly been driven by economic interest. It has been based on quantitative approaches focusing on learning outcomes. Entrepreneurial competencies have been observed as learnable and teachable, although there has been contradictory evidence about effectiveness of entrepreneurial education. Process perspective on entrepreneurial education has left as a minor viewpoint. By now, researchers’ have recommended socio-constructive and experiential approaches to pedagogics. The objective of this study is to bring together previously separate research traditions on educational outcomes and process, introducing more profound picture of learning entrepreneurial competencies especially from the students’ perspective. Methods. The study was conducted by interviewing 18 fifth-year engineering students, who had started their studies on August 1, 2013. The interview invitations were targeted based on study register data for reaching participants from diverse backgrounds on entrepreneurial studies. The research instrument was built on directions of narrative research, critical incident technique and lifeline approach. The data were analyzed with content analysis combined with abductive reasoning and data quantification. Results and conclusions. Consistently with the previous studies, entrepreneurial competencies were shown possible to learn. All students recognized learning of business competencies. However, competencies needed in early-phase entrepreneurship were emphasized by students, who had accomplished several entrepreneurial courses. Results concerning learning process indicated that combining formal learning environments with elements of informal learning resulted as a wide spectrum of learned entrepreneurial competencies. Learning was located especially in problem-solving and project working environments where students co-worked in inter- or multidisciplinary groups. However, other than entrepreneurial courses did not directly support learning of entrepreneurial competencies. Thus, the findings set base for further actions in integrating the elements of entrepreneurial courses into project courses.

High sensitivity is a part of a temperament. Most of the highly sensitive persons are also introverts. Their senses and minds get easily overloaded and they need to rest after being in a large, noisy group. This is why school years can be hard for highly sensitive children. If the teachers understand them, they will enjoy learning and their good qualities will come out.

The aim of this thesis is to research information from written articles and books about the connection between a given feedback from a manager and the employee’s competence development. In this literature review I will examine the concepts of feedback and competence development and the factors affecting them. I will also examine how feedback from a manager can improve employee’s competence, work motivation and commitment in practice. Work motivation and commitment can is a base for competence development, because committed and motivated employee is more willing to invest to one’s work and develop his or her skills and performance. The subject is very interesting and important. According to the literature using feedback in work context is often seen as something considered self-evident. It is not always the case in real life and many workers complain about not getting enough feedback from their managers about their performance. The data is collected using books and articles from the fields of educational and business economics including many researches about motivation, competence development and feedback in work context. The thesis is assembled together by using the method of narrative literature review. The keywords of this thesis are feedback and competence development. Feedback is seen as a received information of one’s actions. Feedback is always experienced individually and many things, such as receiver’s age, his or her own perception and the strategy used when giving feedback can affect how it is received and understood. Competence development can be assimilated with learning at work and it means intentionally or unconsciously improving one’s professional skills. This can benefit employees and the whole organization, since nowadays working life requires constant development to maintain one’s position in hardened competition – both in individual and organizational levels. According to this literature review, competence development can be supported with a good and adequate feedback. Constructive feedback can help correct errors and encourage development. Positive feedback can increase employee’s self-esteem and feeling of competence. This is important because supportive and positive working environment is a crucial factor for one’s job motivation and commitment.