Browsing by Subject "draamatyötavat"

The purpose of the study was to find out how drama as teaching method suits in home economics education and how the home economics teachers and students who participated in the teaching experiment experience teaching and learning through drama. In addition, we will think about the possibilities and good sides of using drama as teaching method, as well as the minuses of it. The study thus examines the combination of drama education and home economics from the perspectives of the teacher and the student. There is not much previous research on combining drama education and home economics, but it has been suggested that it would be possible to use drama in teaching home economics. Previous studies of drama education show that drama education can be used versatilely in goal-oriented teaching. As a research method, a case study was used, which was implemented as a teaching experiment in a middle school in Capital region. It included three teaching sessions with three different ninth graders. The length of one teaching session was 2x45 minutes and the groups consisted of approximately 15–20 students. Qualitative methods were used as data collection methods. In addition to the observation of teaching sessions, the material was collected by means of a feedback questionnaire given to all students and interviews with three home economics teachers. Data-oriented analysis was used in the analysis of the data. The students had a very negative and unfavourable attitude towards the lesson of the teaching experiment, especially at the beginning. The biggest reason for this was that the students would have liked to cook in the usual style. However, based on the feedback questionnaire, most of the students believed they learned things well during the lessons and remembered things better. For their part, all home economics teachers believed drama work methods could continue to be used in home economics teaching. They just justified their views on how and when they would use drama work methods in their own teaching in different ways. The importance of variety, better memory and improving group dynamics were listed as possibilities for utilizing drama work methods in the household, while the teacher's own knowledge, skills and skill set, and classroom facilities were perceived as obstacles.