Browsing by Subject "eheyttäminen"
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(2018)The complexity of our world today, the increasing information and rapid changes are affecting also our school systems and learning. The new national core curriculum in basic education introduced multidisciplinary modules, which are offering a solution for teaching 21st century skills to children. The multidisciplinary modules combine different subjects in a goal-directed and well-planned way. The multidisciplinary modules are one of the very similar concepts such as integrated learning and phenomenon-based learning. As previous releases have shown, there are many ways of executing multidisciplinary modules. The mission of this study is to clarify the views of primary school teachers in Helsinki on using multidisciplinary modules and how they have put those modules into practice. In addition, the mission is to clarify primary school teachers’ thoughts on the benefits and possible challenges and difficulties on using multidisciplinary modules. The study was conducted using qualitative approach interviewing six primary school teachers from four different schools in Helsinki. The interviews were held in February 2018 and all the interviews were semi-structured. The data was analysed following the principles of qualitative content analysis. In the content analysis, the material was categorized from small categories to larger ones using the help of the themes and questions used in the interview. The study showed that teachers execute multidisciplinary modules in many different ways, but still following the terms of the national core curriculum and Helsinki’s local core curriculum. The length of teachers’ views on multidisciplinary modules did vary, but the content of their answers was quite similar. As challenges and difficulties the teachers mentioned working environment, difficult students, students with special needs or Finnish as second language -students and surprising situations. According to the teachers’ answers, the benefits of using multidisciplinary modules are developing pupils’ social, thinking and 21st century skills, seeing the causation, bringing learning closer to pupils’ own experience and knowledge and creating a positive atmosphere in the classroom.
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(2015)Geography is taught in lower elementary school as a part of environmental and natural sciences. Previous studies have shown that the study materials have a significant role in the way geography is taught. There has been very little integration of different disciplines in environmental and natural sciences. The new curriculum, coming to effect in 2016, emphasizes the significance of multidisciplinary approaches. The purpose of this study was to find out which subjects and cross-curricular themes are emphasized in the geography-related integration tips in environmental and natural sciences and whether these tips are, from the point of view of the teacher, information-based or action-supporting. The purpose of this study was also to discuss to what degree teachers have been able to apply the idea of integration during the current curriculum, with the aid of their current manuals. The study was done using a qualitative approach. The study used three different types of environmental and natural sciences books, which were obtained from their publishers. The subject material was defined and analyzed using a theory-based content analysis. Visual arts was the discipline most used in the integration tips of the teacher's guides. The Pisara series was the only one where integration tips related to mother tongue were more common than those based on visual arts. The majority of visual arts related integration tips had to do with action, and some of them contained very detailed instructions. Mother tongue related integration tips were also common, but there were significant differences between the books. The tips not related to any particular discipline contained several games and minor study projects. Of the cross-curricular themes, information and media skills were most apparent. The majority of integration tips for different disciplines were action-based. Only in relation to music were they mostly informative. Only the 'Koulun ympäristötieto' series contained information-based tips from outside the disciplines. So, teachers are provided with several tips for integration, but these tips are not very evenly distributed among the disciplines. Also, the teacher's guides did not contain any multidisciplinary integration. The current teacher's guides do not contain the multidisciplinary approaches presented in the new curriculum.
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(2021)The increase in knowledge and continuous changes in our world affect upbringing and education. In autumn 2016 came into effect the new curriculum of comprehensive school that obligated schools to promote integrated learning and multidisciplinarity by arranging multidisciplinary learning modules. The objective of this study is to find out class teachers’ experiences and views of multidisciplinary learning modules as a part of everyday school. The purpose of this study is to understand what kind of advantages and challenges class teachers see in multidisciplinary learning modules, how class teachers feel about their own competences to implement those modules, and what is the value of cooperation in class teachers’ opinion when implementing multidisciplinary learning modules. Forty class teachers responded to this study through an online survey. The online survey was shared to two social media groups. The groups consisted mostly of professionals of education and class teacher students. The study was based on tradition of phenomenology due to the study’s interest in class teachers’ experiences. According to phenomenology, experiences are human’s experiential relations to his/her own reality. Participants of this study experienced multidisciplinary learning modules mostly as a positive part of everyday school. The biggest advantages of the multidisciplinary learning modules were increased cooperation, communality, and pupils’ motivation for school. Class teachers considered communal planning of multidisciplinary learning modules laborious, however, they though that cooperation was an important part of successful multidisciplinary learning modules. This study was also interested in class teachers’ opinions about their own competences to implement multidisciplinary learning modules. Class teachers of this study experienced that they have enough competence to implement multidisciplinary learning modules.
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(2022)Majority of experts working in the educational sector share the view that in the future, there is an increasing need to integrate knowledge from different disciplines. At the same time, importance of knowledge processing skills is highlighted. In the Finnish National Core Curriculum for Basic Education the answer to these future demands is multidisciplinary learning modules. The purpose of this study is to examine how multidisciplinary learning modules are carried out in different schools. With this study I also want to find out which parties have the greatest impact on planning the multidisciplinary learning modules, what kind of goals, contents and practices are being chosen for the module and how students are involved in the process. This study was qualitative research. The data was collected by thematic interviews. The interviews were attended by three primary school teachers and three primary school student teachers. Collected data was analyzed by using data driven content analysis. The results show that the guidelines for multidisciplinary learning modules came often for the teachers from the local curriculum and for the student teachers from the training teacher. The contents of environmental studies were emphasized significantly in multidisciplinary learning modules. The interviewees used mainly phenomenon-based integration in their teaching but the main goal for the learning modules was to improve student’s collaboration skills rather than to integrate different subjects. The students didn’t really have a chance to participate in the planning of multidisciplinary learning modules and their role in the decision making regarding the execution was minor. However the students had a significant role in the assessment of the multidisciplinary learning module. On the other hand the interviewees did not necessarily give any feedback to students at the end of the multidisciplinary learning module. In the future it would be interesting to interview students regarding their experiences of multidisciplinary learning modules.
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(2019)The purpose of this study was to investigate how the teachers of music classes use music as an aid in teaching other subjects. The aim was also to find out how in their opinion the use of music affects the learning outcomes in other subjects and lets students work in peace. The theoretical starting points of the study I found in neurology, education and music pedagogics. As a theoretical basis I used Howard Gardner's theory of multiple intelligences and results in brain research. Previous studies have shown that music has a positive impact on learning outcomes. However it has been studied very little whet- her teachers use this knowledge. The study was conducted as a qualitative research using a semi-structured interview method. The in- terviewees were six music teachers who worked in the metropolitan area. All the interviewees had worked for several years as teachers in music classes and were all graduates in music teaching. The interviews were transcribed and the evidence was categorized thematically. Based on theory and in- terviews three themes were chosen: 1. rhythms, melodies, rapping and humming, 2. in accordance with the theme 3. background music. For the second part, I executed an expert interview. The interview explored how teachers' working practices affect learning and memory in the perspective of brain research. The most important outcome of the research was that the music class teachers who were interviewed use music as an aid in teaching other subjects in many different ways. The working method was con- sidered pleasant for students by all interviewees. However their arguments about the benefits of the working methods were flimsy. Based on the ana- lysis they did not have clear scientific basis in their answers, even though they talked about the neu- rological effects in a positive tone. Also, speaking about working in peace the replies were contradic- tory. In music classes using of music was seen having a positive impact in working in peace, while the other groups, the results could even be the opposite.
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(2015)The aims. The aim of this research, which was done in one elementary school in Helsinki, is to find out how the music teaching is integrated with other subjects and also to study the teaching methods, the quality of teaching and the time used for integration. When researching the integrative methods, the teachers' mutual co-operation and the curriculum as a guiding document of teaching work stand out, too. When analysing the music integration, the integration styles used in art subjects defined by Liora Bresler are used because their composition is very suitable for this particular data. The styles are the subservient, the co-equal, the affective and the social integration. The research questions are: 1. What kind of music integration methods do the class teachers have? 2. How does the teacher co-operation work especially in the music integration and teaching? 3. What kind of effect does the music curriculum have on the music integration methods? The methods. This research is a qualitative case study, the data of which was collected using a half-structured interview method. The interview was participated by all the seven teachers of the elementary school where the research was done. The teachers' descriptions of their own integrative activities were classified according to the Bresler's integration styles. The aims and the conclusions. The musical skills of the teachers interviewed ranged professional musicians to totally musically unskilled teachers (in their own opinion), which was also relevant to the integration methods. According to this research the subservient and the affective styles were the most used styles in the integrative activities. Thus music is mainly used as a means to teach other subjects or as a background music during the quiet working session. Actually there was no teacher co-operation as to the music teaching or integration. Only those teachers who teach music considered to some extent the fundaments of curriculum of music when planning the integration of music with other subjects.
Now showing items 1-6 of 6