Browsing by Subject "maailmankuva"
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(2014)Objectives. The objective of this research was to give a perspective how worldview takes form. The task is to find out, what beliefs, understandings, attitudes and values returnee students have according cultural spheres and human rights. Methods. The participants of this study were sixth-graders who attended same school in the metropolitan area of Helsinki. The material was collected using theme interviews and a written map task. The material was categorized data-driven related to cultural spheres, and theory guided related to human rights using Banks' (2009) levels of cultural identity. I used Hampden-Turner's and Trompenaars' (2000) and Hofstede's (2013) theories related to cultural dimension when I analyzed the results of cultural spheres. When analizing the results of human rights I used De Blij's (2008) theory of globals and locals and Audi's (2009) theory of cosmopolitans and nationalists. Results and conclusions. The participants brought up different notes about cultural spheres in theme interviews than in map task. The examined/they linked prosperity, justice and friendliness in Western Countries, poverty and instability in Latin America, poverty, instability and problems created by own society in sub Saharan Africa, poverty and income inequality in eastern Europe and Russia, instability, income inequality and problems created by own society in China, Koreas and Vietnam, poverty and visible Hindu religion in India, instability, poverty and strict Islamic religion that controls women in North Africa, Middle East and Southeast Asia, prosperity and lack of space in Japan and visible Buddhist religion in Southeast Asia. With regard to human rights the examined positioned on fourth stage of Banks' (2009) stages of cultural identity. In Berry's (1997) model of acculturation they supported integration, in De Blij's (2008) local-global axis they positioned at least somewhat to globals and in Audi's (2009) nationalist-cosmopolitanists axis they got variable results. The target of this research was not to make generalizations, but it may offer an opportunity to educators to perceive individual worldviews of the students.
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(2016)Objectives. As the national curriculum states one objective in elementary school geography and biology is to understand the map of the world and learn its essential nomenclature. Previous studies have mainly focused on children's mental maps of the world drawn on paper so it's interesting to examine whether there are differences on how children perceive map of the world in two-dimensional and three-dimensional format. The objective of this study was to examine sixth graders' mental maps of the world first drawn on paper and then on spherical surface. Differences between those two drawn maps were also examined. Methods. 19 sixth graders from two different classes in one school were part of this study. They draw mental map of the world on paper from memory. Later they did the same but this time drawing was made on spherical surface. Mental maps were given points in five different categories. General quality of the maps was also given a grade. Differences between maps drawn on paper and spherical surface were examined by statistical methods. Results and conclusions. Results of this study revealed that as previous studies have stated, most common flaws were related to the size and shape of the continents. There was no statistical significance between the general quality of the maps drawn on paper and on spherical surface. There was statistical significance between maps drawn on paper and on spherical surface in a category that measured how well continents were drawn on correct hemisphere as maps drawn on spherical surface got lower scores. Results of this study point out that there seems to be very little difference on quality of children's mental maps whether those are drawn on paper or on spherical surface.
Now showing items 1-2 of 2