Browsing by Subject "didaktiikka"
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(2023)Controlling everyday rhythms has been found to be related to how young people experience their ability to cope with life and how meaningful their everyday life appears. The sequential map is a tool developed to support the scheduling and management of everyday life. It is based on Pirjo Korvela's observations of the sequence structure of everyday life, or how everyday life is constructed of successive stages. Home economics researchers have studied the map as a tool for supporting everyday life, especially in family work. In this study, the sequential map was examined for the first time as a teaching tool in home economics education. The study explored the opportunities and challenges of using the sequential map in home economics education. At the same time, the factors to be considered in the design and application of the sequential map were examined to ensure a successful teaching event. The theoretical framework for the study was formed by everyday life research and didactics of home economics. The research material consisted of interviews with home economics teachers, notes collected from observing their home economics classes, and sequential maps filled out by participating students. The research method was qualitative, seeking to understand and utilizing action research methodology in some areas. The results of the study show that the use of the map makes the overall structure of everyday life and the relationship between everyday actions more understandable to students. Working with the map created constructive social interaction between students and the teacher. Students recorded their own everyday activities on sequential maps with ease, and the resulting teaching content was deemed interesting. Students also critically reflected on their own everyday activities. The maps provide useful information about young people's daily lives for adults working with them. The results showed that lesson introductions should be carefully planned to allow enough time for the topic to be internalized. The structure of the maps should be kept as open as possible to allow plenty of space for recording thoughts.
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(2014)According to the recent draft of the renewed Finnish national core curriculum, the basic concepts of grammar are to be learned already in the primary school when they are taught by a classroom teacher. As the basis of metalinguistic awareness, the grammatical concepts are complex and abstract, and a body of research evidence has raised public worry about the teachers' insufficient pedagogical content knowledge in this area; some authorities have even suggested replacing the classroom teachers, who receive very little grammar instruction during their training, with subject teachers of Finnish as the mother tongue in the fifth and sixth grades of basic education. This study aims at understanding student teachers' grammatical thinking from the point of view of the sentence elements subject and object, both usually taught during the fifth grade. I research the students' capability of identifying and defining the sentence elements and the minitheories they used in this cognitive process. I also study the relation between each minitheory and success in the grammar test. The study is part of a project that evaluates the student teachers' grammatical content knowledge, for which the data was collected in 2011. The students (N = 128) took a grammar test in which they identified the sentence elements, explained the strategies they used in the task, and also marked a fifth-grader's grammar test. I studied the minitheories using content analysis of the open-ended questions and examined their effectiveness with quantitative methods. I also considered the students' earlier performance in the national matriculation exam in relation to the level of grammatical content knowledge pictured by the test. The students were familiar with the concepts of subject and object as well as their semantic definitions but only 9.4 % of the participants managed to identify all the five subjects, and 21 % of them all the four objects. The separate and content-based analysis of the minitheories of subject and object showed that the students searched for both of them by using the same minitheories that I call semantic, syntactic, interrogative, and morphological. The morphological minitheory appeared effective in both cases, the syntactic minitheory in the subject tasks, and a combination of many minitheories in the object tasks. Therefore, the teacher education needs to put emphasis on the students' content knowledge in order to ensure that they have the profound grammatical understanding required by the curriculum.
Now showing items 1-2 of 2