Browsing by Subject "inquiry-based learning"
Now showing items 1-2 of 2
-
(2016)According to the newest Finnish curriculum (2014) home economics can be taught in the lower classes (1–6) of comprehensive school as one of the elective subjects or as an integrated club activity. In this research redesigning of home economics will be limited into inquiry-based learning which is applied in phenomenon driven teaching. This research aims to develop the use of inquiry based learning in regular classroom environment. The design will also integrate the use of mobile devices to analyse the results of phenomena and digital appliances to collect data on the situational interest of the students. This Master's thesis redesigns a new way of teaching home economics in primary school using the inquiry based learning and finding a way to wake interest into studying natural scientific phenomena in everyday life. This research was inspired by the University of Helsinki LUMA centre's Pikku-Jippo science club activities. The methodological approach applied was design research and it was conducted in two cycles. During the first cycle the data collected consisted of videos captured by students. In the second cycle the data were collected by using digital polling appliance. Both cycles followed the same kind of inquiry based learning method which is also applicable both in home economics education and natural sciences. The data were collected from one primary school class in Helsinki. The students were aged 7–8 years. The analysis of the video data was started by watching the videos extensively. The research results were analyzed using theory-based content analysis. The results indicate that mobile devices guided students to make observations of the phenomena, and to discuss both reactions and used instruments with their peers. The data from the second cycle were analyzed using qualitative observation methods. The re-designed teaching methods increased enthusiasm in the observed classroom. The students experienced them as an innovative way to learn and observe natural phenomena of everyday life.
-
(2020)The aim of this study was to describe pupils’ experiences of Way to Mars – workshop based on STEAM teaching. STEAM is a method designed to integrate science, technology, engi-neering, arts and mathematics subject areas in teaching and which has been developed in the past few decades. STEAM teaching supports inquiry-based learning. Finland’s National Core Curriculum for the Basic Education and Upper Secondary Education (2014) outlines transversal competence and supporting students’ active engagement. STEAM could be seen potential to meet these needs. This study was a qualitative case study. The research material was collected from students who participated Way to Mars – workshop which was based on STEAM and organized as a part of a larger study of science teaching (STORIES). The workshop was participated by 260 students from the grades 4-6. Two groups of them (28 students from the 5th grade) an-swered to the POMS inquiry and four (4) of them were interviewed singular. The research material was analyzed with content analysis. The study showed that students enjoyed the workshop. POMS inquiry indicated that stu-dents experienced vigour and positive self-esteem related feelings. Students experienced that they were able to create and make a lot and being supported but also being self-determent. Students experienced that workshop contained both easy and challenging tasks. They experienced that they learned new and were encouraged to group work. All students interviewed would recommend this kind of workshop for pupils of their own age. The findings indicate that STEAM teaching is a versatile and pleasant way of learning, and can be seen a potential candidate to meet the needs set in National Curriculum (2014) and also has possi-bility of developing and streghtening science education
Now showing items 1-2 of 2