Browsing by Subject "inlärning"
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(2020)Purpose: Studies show that Finnish children and youth are insufficiently physically active. The program Liikkuva koulu (author’s free translation from Finnish: ”A school in motion”) began as a pilot project in 2010, but has since grown to be a nationwide program. The aim of the program is to provide students with physically more active and pleasant schooldays, to support their learning and increase their well-being. The activity itself for Liikkuva koulu can in many ways be seen to require a student-focused approach to teaching. Thus the theoretical background for this study came to comprise of ”Approaches to Teaching” by Prosser & Trigwell (1999). The aim of this study is to examine teachers’ experiences of physical activity as a part of their teaching. Furthermore an objective for this study is to explore in what way a teacher’s approach to teaching may relate to those experiences and execution of physically active lessons. Methods: The research was conducted as a quantitative study. A survey was sent to five Swedish-speaking elementary schools within the Helsinki region. The survey included 30 multiple-choice questions/statements along with 4 open-ended questions. A total of N = 27 teachers participated in the study by responding to the survey. The data was mainly analyzed quantitatively (qualitative data analysis was applied to the open-ended questions). Results and conclusions: The teachers mainly implemented physically active lessons and their experiences of Liikkuva koulu were as well mainly positive. For many of these positive experiences, they correlated with each other. The teachers reported mainly a student-focused approach to teaching. The study found a correlation between higher teacher-focused approach to teaching and a stronger experience of Liikkuva koulu being experienced as an additional burden within teaching. There was also a dim correlation between the teacher’s (increased) age and less experience of Liikkuva koulu providing for increased students’ participation.
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(2020)The summer vacation in Finland is currently 10-11 weeks long and lasts from week 22 to the middle of August. The curriculum doesn't address the summer vacation at all despite the length of the summer vacation. Also, the guidelines regarding summer vacation in the law of basic education are few. Previous research has shown that the length of the summer vacation has a negative impact on the students' achievements. At the same time, mathematics is valued most important in the new admission reform upon admission to third stage education. Given the lack of guidelines for the summer vacation, previous research, and the renewed admission reform, I want to map out how class teachers perceive the summer vacation length, time, and impact on the students' learning and achievements in mathematics. The purpose of this master's thesis is to examine what class teachers think about the time and length of the summer vacation, and how they perceive the summer vacations impact on students' learning and achievements in mathematics. This study has been conducted as a qualitative study with a phenomenographic research approach. The material has been collected through semi-structured interviews where a total of eight class teachers from three different schools have been interviewed. The material from the interviews has been analyzed through content analysis. The results indicate that the teachers' perceptions regarding the time of the summer vacation varies, while the teachers' perceptions regarding the length seemed to be quite similar. The perceptions regarding the summer vacation time varied between that some teachers think the time is good, while others want to move the summer vacation two weeks forward, or, earlier so the summer vacation always would start in May. Regarding the length of the summer vacation, all teachers considered the length good as it is. Further, the results indicate that the teachers experience the summer vacation both positively and negatively regarding the students' learning. For example, the teachers find the summer vacation positive for the students' mental health. The negative impact, according to the teachers, is that the students' language skills deteriorate. Also, the teachers experience both positive, negative, and neutral impacts, regarding the impact of the summer vacation on students' achievements in mathematics. The positive effects were psychological factors, and the negative was, according to the teachers, that the students seemed to forget some mathematics.
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