Browsing by Subject "ryhmätyö"
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(2017)Goals. The purpose of this Bachelor´s Thesis was to define group skills in school context and find efficient ways to teach group skills to pupils. As the national curriculum in Finland (POPS 2014) emphasizes co-operation and communication skills, these questions are important and relevant. In this thesis, I try to clarify the process of learning and teaching group skills in school as well as the factors effecting it. Methods. The research method was a literature review. The material was gathered by reading educational and psychological literature and research. Essential research objects were co-operative learning theory and group dynamics. The results found in these materials were compared to POPS 2014, the national curriculum of Finland. Results and conclusions. Group skills are a part of social competence, which is based on socio-cognitive, social and emotional skills and temperament. There are four levels of co-operative group skills, which are forming, functioning, formulating and fermenting. According to the material used in this thesis, the following features and actions were typically related to group skills: listening, asking, taking turns, justification, sharing ideas, forming common views, managing conflicts and working for common goals. Group skills are not learned only by working in a group. Group skills should be systematically taught to pupils. Several studies indicate that group skills can be improved by following the basic elements of co-operative learning. Teaching co-operative group skills has also shown to have a positive influence on the relationships and atmosphere in the classroom as well as on the learning results.
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(2017)The aim of the study was to find out what kinds of perceptions students of Education have concerning co-operative learning. In addition, the subject of the review were differences in students' perceptions and opinions about learning in a group, own activity in a group, a good learning group and the challenges that arise in the group learning. In the background of co-operative learning are learning theories created by Piaget and Vygotsky, whose main idea is the importance of so-cial interaction in human learning. Vygotsky's theory of zone of proximal development emphasize learning occurs in conjunction with the skilled individuals so the learners can perform challenging tasks than independently. Current understanding of co-operative learning empha-sizes interaction, activity, positive social dependency and shared responsibility of the work. A common way to implement co-operative learning is the use of group work. Also, the university has begun to emphasize the importance of co-operative skills, for example, from the perspective of the needs of working life. The teaching has begun to develop new methods applying co-operative learning. The research data was collected by a questionnaire which was directed the students of Education. The questionnaire contained 20 attitude statements and two open questions. The survey was answered by 51 students. The results were analysed using quantitative methods. The analysis included the review of the frequencies, percentages and standard deviations, and the examination determining connections and differences between the variables. Open questions were analysed qualitatively, so the grouping the answers according to research problems was under examination. Data related to open questions were used to deepen results of standardized questions. The results showed that the students reacted to co-operative learning mainly in a positive way. Studying in a group was considered as an effective way to study and interaction with others was considered important for learning. Results also reveal challenges and critical thoughts concerning group work. On some statements background variables appeared to have statistically significant associations. The conclusion of the results is that the students of Education are aware of the positive effects of group work in learning. However, it seems that because a time pressure and stress caused by group work at least some students favour independent learning methods.
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