Browsing by discipline "Kasvatustiede"

The purpose of this Master's Thesis is to study, which factors increase or decrease the meaningfulness of learning through online courses according to the theory of meaningful learning. In addition, I will look at the features of online courses and the effect of gamification on learning online through the theory of meaningful learning. Corporations’ general attitude towards gamification is seen varied and the study explores the different ways in which gamification and learning are seen online. The aim of the study is to find meaningful learning factors for course users, companies’ supervisors and course planners in online courses. The research focuses on analyzing the opinions of the target groups. In the study, I studied three different online courses ordered by different companies. The research data is formed of 10 interviews, three of whom are users of the courses, the three supervisors of the course and four online course authors. I have collected material with a survey and thematic interviews. I ana-lyzed my results with the qualitative content analysis. According to my results, the length of the course and the extent, versatility and variability of the con-tent, and the student's own characteristics and the set goals of the courses are influenced by meaningful experience. Gamification was described as bringing interdimensional, challenging and motivational learning to online learning. Based on the results, an important aspect of learning at online courses is the personalization of learning, where gamification plays an important role.

Objectives. The aim of the present study was to examine the differences in experiences of non-material rewards and work engagement in relation to individual- and employment factors. In addition, the study examined relationships between non-material rewards and experiences of work engagement. Non-material rewards refers to organization's policies, values and practices that individuals experience as rewarding. Work engagement is a fulfilling, positive, affective–cognitive and work-related state of mind that is characterized by vigor, dedication, and absorption. Both, non-material rewards and work engagement have been found to be related to individuals' emotions and well-being. Based on previous research, the assumption is that the experiences of non-material rewards and work engagement differ when comparing individual- and employment factors. In line with research on well-being at work, this study assumes also that there are positive relationships between non-material rewards and the experiences of work engagement. Methods. The study involved 512 employees who work in vocational schools. Factor analysis was formed to describe the internal structures of non-material rewards and work engagement. General Least Squares analysis with Direct Oblimin rotation was performed for the non-material rewards and the solution was forced into four factors, based on the previous research. For work engagement, Maximum Likelihood analysis was performed and one factor was extracted. Because there came only one factor, the rotation could not be performed. The differences in experiences of non-material rewards and work engagement in relation to individual- and employment factors were examined by using t-test and analysis of variance. The relationships between non-material rewards and experiences of work engagement was examined with regression analysis. Results and conclusions. Experiences of non-material rewards differed by gender and form of employment relationship. Men experienced more fairness regarding rewards than women, and employees in fixed-term employment relationship experienced more appreciation and feedback at work than employees in permanent employment relationship. Experiences of work engagement differed by gender and age. Women experienced more work engagement than men, and 51-55 year-old employees experienced more work engagement than employees under 35. There was positive relationship between two of the dimensions of non-material rewards (rewards from formal competence and appreciation and feedback) and experiences of work engagement. According to the results, experiences of non-material rewards and work engagement differed between some of the individual- and employment factors. In addition, there were positive relationships between non-material rewards and work engagement. Taking these results into account when designing reward systems, can promote well-being and even work engagement in organizations.

Goals. The objective of this Master´s Thesis was to examine the development of learning to learn and thinking skills of 5th graders with special needs during the school year intervention. Another objective was to examine which thinking and learning to learn skills would develop and which not. The specific interest was to find out differences and similarities between the students with special educational needs and general education students. The theories used in this thesis are Piaget´s and Demetriou´s theories of cognitive development. Thinking and learning to learn skills and development of those have been current topics in studies of behavioural sciences. There have been few intervention studies in Finland too, where the de-velopment of children´s learning to learn skills have been examined during several years. In six-years intervention study showed how the future working life demands thinking and reasoning skills for problem solving, and it can be influenced already at the primary school (Vainikainen, Wüstenberg, Kupiainen, Hotulainen, & Hautamäki, 2015). In the new national core curriculum (2014) the transversal competence is essential and one of the multidisciplinary modules is thinking and learning to learn. (POPS 2014, 20.) Methods. The participants of this study consisted of the 5th graders in the municipalities of Akaa, Lappeenranta and Liperi, who responded to the evaluation study of learning to learn during the school year 2017–2018 (N=245). In this study those students who were in the lowest quarter regarding to tasks of competence were separated as own group. The compaction of data was executed with online tasks of competence and online inquiries related to attitude both in autumn and spring. The data was analysed by using the independent samples t-test. Results and conclusions. There were no significant differences between the experimental and the control group. The only variable which exceeded the significant level, was deduction. In the comparison of the lowest and the highest quartet´s results there were significant changes in the group variables of competence. Instead no significant changes between the beliefs were noticed. Compared to the earlier research, it seems one-year intervention study is too short to show the differences.

Purpose of the study. The purpose of this study was to describe 6th graders as media consumers, especially what comes to news media. By interviewing 6th graders the target was to find out what kind of news early-teens follow and whether they make any comparisons between news sources when selecting and reading the news. Furthermore, the purpose was to find out from the interviewees what kind of support the school has provided in developing their media literacy and how critical media literacy show in their behaviour as media consumers. Earlier studies on this subject have indicated that children and youth as "digi natives" are experienced and skilful media consumers. Lot of knowledge is shared between friends and media skills are developed for a large part outside school life. At the same time there exists concern on the dangers of media and on how children are able to interpret the media. From beginning of next year the new national curriculum emphasizes media literacy as part of multi literacy. The target of this study is to get more information needed for the development of the media education. Methods. The study was performed by interviewing 6th graders in November 2014 in a capital area school. Nine interviewees were selected from a communication orientated class with consent from their parents. Interviews were conducted following a semi-structured interview plan in the form of pair and group interviews. The interviews were recorded, transcribed, grouped and compiled to conclusions. Findings and conclusions. The findings suggest that 6th graders follow news follow the news infrequently and comparisons between different news sources are made almost solely to secure the validity of the information. Media skills are learnt from friends, whilst at the same time an early-teen is still strongly influenced by the family. The students deemed media education at school insufficient and "old fashioned". Schools should connect the taught subjects to real life and give students a chance to find solutions to problems together with classmates. Consequently critical reading skills are in everyday use and not just a blurry concept, which one does not know how to take; with thought, with anger or with a straight face.

Objectives and method The aim of this qualitative study was to describe, analyze and interpret the experienced academic emotions of students during the university studies, as well as to describe how emotions are related to studying and study progress. The data was analysed through qualitative content analysis. The research was carried out as two separate interviews of five individual students from the Faculty of Humanities at the Helsinki University, the total number of interviews being ten. Two of the students had progressed faster than average in studies during their first year and the rest three were progressing slower than average during their first year. Based on previous studies (eg. Pekrun, 2006 Hailikari et al., 2015) it was to be expected that the academic achievement emotions play a central role in university studying. Results and conclusions The results showed that the emotional aspect of learning is important for successful learning. Students' descriptions revealed a wide range of emotional expressions in descriptions of emotions, moods and feelings. There was variation in how students described situation specific emotions (emotional states) and individual ways to approach emotions (emotional traits). In addition, elements which triggered emotions were identified, such as teaching or studying as an activity. From this data, it was not possible to distinguish a clear similarities or differences between the students who progressed fast in their studies and those who progressed slowly, although some differences between these different type of students could be detected. Students progressing slowly advanced students described that, for example, uncertainty and conflicting emotional experiences caused delay in their studies, though, the data is limited. Of the two fast progressing students only one clearly emphasized positive emotions. The result corresponded to the assumption that most of the negative and hinder study progression. In turn positive emotions are mainly connected to faster study pace and better study success (eg. Pekrun et al., 2002). Weak or neutral emotions also appeared in the data. Most clearly the emotions focused on studying, planning of studying and its contents, as well as to the results and achievement of studying and its guidance. The most positive emotions were expressed in relation to teaching, while uncertainty was mostly related to future career possibilities. Based on results, it is important to be aware of differences individual students' ways of experiencing and describing emotions.

Objectives. Teachers' perceptions of sustainable development has been studied in the past and showed mediocre results. But primary school students' perceptions and experiences of sustainable development has been studied only marginally. The aim of this study was to identify the primary school students' perceptions and experiences of sustainable development. And additionally to provide insight to dimensions, differences and similarities of sustainable development in school and home activities. Methods. The study questionnaire was developed for this study. The research method used in this study was the mixed methods testing procedures. The quantitative research survey data was analyzed by statistical methods and the open questions questionnaire data was analyzed using content analysis method. The study is a comparative case study and was conducted in spring 2016 at two Espoo-based primary schools. A total of 53 students in fourth grade participated in this survey. An additional method that was used in this study was a questionnaire, completed by two research schools teachers in autumn 2016. Results and conclusions. The outcome revealed individual as well as school specific differences in the definition of sustainable development. Although that the students' definitions of sustainable development at school varied, the definition of sustainable development at home did not show any significant differences. The differences between both research schools can be explained by differences in school culture that impacts to adopted values and attitudes of students. From the students' responses it can be concluded that sustainable development is perceived to be normative, anthropocentric, ecocentric as well as influencing human activities and changing ways of thinking. In addition some of the students connected sustainable development with intangible values. A third of the students pointed out the global aspects of sustainable development and its impact throughout the world. The majority of the students had a perception of sustainable development and recognized sustainable development as necessity.

The aim of this study was to explore visual representations of the countryside made by children aged 9–10 years and living in urban and rural environments. The study investigates the children's images of the countryside: its natural and built environment, the people living there, its location in the children's opinion and the potential things to do there. In this study I also try to explain from where these images of the countryside have originated. In addition to this, the study explores the influence of the children's living area to their image of rural environments. Previous studies show that among adults the image of rural environments is usually positive. The image consists of a clean environment, peace and nature. Rural landscape is often thought to be either an agricultural or a cottage landscape. There are also idyllic images of the countryside where children are playing outside in the nature. There are no previous studies to be found on representations of rural environments concerning children from 9 to 10 years. The results of this study were based on 61 drawings and questionnaires collected from 3rd to 4th grade pupils during one lesson at their school in the spring of 2015. Out of these 61, there were 27 pupils living in rural area and 34 pupils living in urban area. This research is qualitative and executed with visual methods. The pupils were asked to draw a picture of the countryside and answer a semi-structured questionnaire. The drawings were then analysed by the visual content analysis and the questionnaires with the content analysis. Based on the results of this research, it was found that most of the representations of rural environments, regardless of the place of living of the drawer, described a summer day at the farm. Mostly there was a house, some animals, a field, the sun and a tree in the picture. The atmosphere of the countryside seemed to be considered positive because of the smiling people, the sun in the sky and the calm events drawn in the picture. The built environment of the countryside consisted of houses and animal shelters whereas the natural environment consisted of animals, trees and fields. Animals and people were understood to be the residents of the rural environments. The activities in the countryside were considered to take place outside and were related to animals or agriculture. Most of the pupils living in the city did not know or could not tell where the countryside is situated. Some of the pupils living in the rural environment did not perceive themselves living in the countryside. The images of the rural environments were mostly based on the personal experiences which 80 per cent of the pupils had and on the knowledge they have learned from the relatives. The personal experience of the countryside as a living environment was shown in detailed drawings portraying everyday actions in the pictures.

Objectives. The purpose of this Master's thesis is to study how the elementary school teachers of Koulumestari school in Espoo, Finland are making use of Fronter, a data based learning platform, as part of their work. This case study investigates how the users of Fronter, the Koulumestari school's teachers, make use of the platform and what problems they have encountered while using it. Methods. The data for this qualitative case study was collected using questionnaires and theme-centered interviews. During the interviews, teachers were also videotaped while demonstrating, on a computer screen, how they use Fronter learning platform in their work. A total of 18 elementary school teachers took part in the questionnaire, while 8 of them were chosen to be interviewed based on their use of Fronter in their work. The theme-centered interviews were transcribed, followed by their analysis using conventional content analysis. The goal was to find, within the content of the interviews, the answers to the following two questions: In which ways do teachers make use of Fronter data based learning platform? And, what problems are included in the use of Fronter data based learning platform? Results and conclusions. The study shows that the teachers of Koulumestari school make use of Fronter learning platform in three different ways: pedagogical use, communicating information and uses within the school. The problems that made the use of Fronter challenging were described as technical problems, administrative problems and problems related to motivation. In the discussion section, the pedagogical use of Fronter learning platform was mirrored to attributes of meaningful learning, which are presented in the theory section of this study. Attributes of meaningful learning are active, constructive, intentional, collaborative, contextualized, conversational, reflective and transfer. All eight of these attributes were linked to pedagogical use, which the teachers of Koulumestari school followed in their day to day activities. This Master's thesis could also be continued in order to study elementary school teachers, as information and communications technology users, more broadly.

Objective. The aim of this research was to examine primary school teachers' conceptions of gender and sexuality, and how they explain the sexual education they teach to the students. It has been shown that sexuality and gender are very complex phenomenon, and they can be divided to several areas. I focus on the physical, mental and social areas on both sexuality and gender. Research showed that sexuality and gender are a vital part of humans' life. Both are present through the whole life, and their development should be supported. In this research I examine if the teachers' conceptions of gender, sexuality and sexual education are equivalent to other research and curriculum. Methods. The research frame of this research is case study to a single primary school from Helsinki, and the research material consists of eleven teachers. I sent a questionnaire to every teacher in the school and invited four teachers to separate interviews afterwards. The questionnaire consisted of multiple choice questions and some open questions. The interviews were based on the questionnaire and they were meant to just give some more insight to the themes of the questionnaire. I divided the answers into sentences or words, and divided them under certain themes and groups. Some of the themes were based on the research theory and some on the material. Results. The teachers experienced many difficulties considering sexual education. They could name and specify the areas of sexuality, but their knowledge about gender was inferior. The teachers explained that they teach the suitable contents for each age group. The subject of the research was considered sensitive. The teachers emphasized the role of everyday situations as a vital material in sexual education. The contents of sexual education in curriculum were not clear to the teachers, and teachers were not at one about the contents. The teachers need more information of gender and sexual education, and this can be achieved with guide books, education or with changes in the teacher education system.

Aims. This Master of Education thesis investigates the learning materials primary school teachers use in their daily work. The aim is to understand what kind of learning materials are being used in the Finnish primary school environment as well as to find out if are there any school subject related differences in which materials are being utilised in teaching. Currently there are very limited previous research into the prevalence of learning materials being used in the Finnish primary school environment. Methods. This research is based on the research data of the Lukuklaani -research project. The aim of the project is to promote leisure reading of primary school students as well as to develop school libraries. In the research project an online survey was developed and used to survey the current state of literacy education in Finnish primary schools. The survey was answered in November-December 2017. Data were gathered from 885 teachers working in 310 different schools. There were in total of 58 questions in the survey, including both closed- and open-ended questions. The current research is based on the closed-ended question of which considered the learning materials used in different school subjects. The question was: “In the following school subjects, the learning material being used is:”. The answer options were: 1. Printed textbook with supplementary material, 2. Digital ready-made learning material, 3. Other material, 4. I do not teach the topical subject. The teachers were asked to report the used learning material by school subjects. If the teacher responded using other material, they were asked to describe what other material was used and in which subjects through an open-ended question. All in all, 701 teacher responses were gathered from this section of the survey. The answers to this part of the questionnaire formed the research data of the present research and were analysed quantitatively. Answers to the open-ended question were categorised and themed, as well as analysed with quantitative content analysis. Results and conclusions. The printed textbook with supplementary material is still the most significant material used by teachers in their daily work. In teaching many school subjects, the printed text- books with their supplementary materials are reported as the only learning material being used. About half of the teachers reported using digital learning material in their teaching. The results suggest, however, that digital learning materials still have a role as supplementing textbooks rather than being used independently. Utilising textbooks and digital learning material was most frequent in the subjects of mathematics and Finnish language and literature. Many teachers also use other material in their teaching, especially material they have made themselves or sourced from the Internet. The study concludes that professionally-made learning materials, especially the printed textbook, are in touch with many teachers’ daily work. Nevertheless, how and how often the textbook is used in the classroom cannot be deducted from this data and is a task for future research. According to the present study it is clear however, that the role of textbooks as an institutional influencer should not be dismissed.