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Browsing by Author "Laukkanen, Noora"

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  • Arvostelukirjoitelmien äärellä : palaute- ja arviointimallin kehittäminen ja testaaminen alakoulun kirjoittamisen opetuksen tarpeisiin 
    Laukkanen, Noora (2016)
    A versatile understanding of different text types and producing texts according to those are important skills to be learned at school. It is important that teacher is capable of evaluating different text types written by students and give constructive feedback out of those. The purpose of this research is to find out what elements a teacher should take into account when giving feedback and evaluating student written reviews. In this research a feedback and evaluation model will be created. A teacher can use the model when evaluating whether or not typical features of review exist in student written texts and give constructive feedback of writing for the students. Functionality of the model will be tested in practice in this research. This qualitative research was implemented in two phases. Research material of the first phase consisted drama reviews written by one fifth grade class' students (total 21). Reviews were analyzed by using genre analysis and based on analyzed reviews and earlier theories a feedback and evaluation model was created as well as tested against the research material. On the second phase of the research three teachers tested the feedback and evaluation model in practice. The teachers were then interviewed and the interviews were analyzed with content analysis. Based on the student texts' analysis and earlier theories the selected parts to be viewed from reviews written by students were review's sections and structure, own voice, paragraphing, vividness and distinctiveness of language, and length of text. These parts were then divided into more detailed questions. The material's drama reviews' structure mainly consisted explanations of writer's opinion. In addition the reviews' presented well the description of writer's own viewing experience. The occurrence of any evaluated part was not directly linked to the occurrence of other parts. The teachers found out that use of the feedback and evaluation model was helpful. Based on their opinions the most useful parts were own voice, vividness and distinctiveness of language, and review's sections and structure out of which remarkably important was opinion. Paragraphing was found out to be least useful. In addition a new part, theme, came up and it had not been taken into account in the model. Based on the teachers' opinions it can be deduced that the feedback and evaluation model is helpful in both planning the actual teaching as well as in giving feedback. It would be good to develop the model so that it would concentrate more clearly on inspecting review's content rather than formal things like paragraphing or length of text.
  • Kotitalousopettajien käsityksiä oppilaiden ruokasuhteen tukemisesta 
    Laukkanen, Noora (2021)
    Childrens and adolescents relationship with food can be supported in various pedagogical methods. Previous research suggests that childrens and adolescents relationship with food can be supported by positive interaction and by emphasizing the pleasurable aspect of eating. The suggested approach can be understood with food and eating relationship framework. The framework is developed by Talvia and Anglé (2018), whose aim is to guide educators on how to fulfil the food and nutrition educational needs of putting the diverse relationship with food and eating into practice. In this study the food and eating relationship framework is applied to home economics teachers perceptions on supporting pupils’ relationship with food. The theoretical framework of this study is based on previous research of food education and attitudes towards food. Previous research takes place on the fields of nutritional science and home economics. A qualitative research was utilized in this study. The data consists of six virtual interviews of home economics teachers. Teachers expressions that are associated with supporting pupils’ relationship with food and eating were first separated from the data. The expressions were analysed and categorized with content analysis methods. The analysis yielded four main categories of which represent home economics teachers perceptions on how to support pupils’ relationship with food. The main categories are offering mental support for the pupil, utilizing positive pedagogy in teaching, creating a safe atmosphere in the learning environment and increasing pupils’ knowledge on the impacts of food and eating. In this study the home economics teachers experience that they can support pupils’ relationship with food in various pedagogical means. According to the results, home economics teachers find both teachers and peers contribution being a meaningful part of supporting pupils’ relationship with food. Both teachers and peers are expected to accept and allow different relationships with food and eating. The whole group is expected to offer mental support for peers and teachers find guiding pupils towards this as their task. Results suggest that home economics teachers find pedagogical skills even more important than home economics skills when the aim is to support pupils’ relationship with food and eating. Area for further research would be how the teachers pedagogical skills promote pupils’ relationship with food and eating.

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