Browsing by Subject "opetuksen eheyttäminen"

For the students' future, it is important that today's teaching prepares them for their future challenges and gives them tools to solve those. There will be a need for creative thinking, courage and cooperation skills. The curriculum of Finnish schools has defined a broad range of skills which are important in the future of students. Teaching should be planned from the point of view of learning process and extending the boundaries of school subjects. In the context of integrating teaching, we talk about phenomenal learning, which is based on holistic phenomena of the real world. The basis of phenomenal learning is the principle of exploratory learning, where learning starts by exploring problems and finding answers and solutions to them. The focus of the thesis is a quasi-experimental study to explore which color shades are generated when using beetroot and peels of mandarin and red onion as a source of color, how those colors will withstand washing and light exposure and what kind of possibilities for exploratory, phenomenon based learning following the aims of transversal competences defined by the integrated curriculum the project provides. The main results of the experimental part of the study show that the use of rhubarb leaves as a mordant has darkened the color result with all the dyeing colors tried. This is explained by the fact that rhubarb causes a dark background color, which shows strong in light dyes with little redness. The colorfastness of beetroot towards light and washing is poor. The colors achieved by the use of mandarin peels are light yellow and red onion is a source for green or brown shades, depending on the mordant used. Those colors have a good fastness to light and laundering. The differences are found are a good starting point for phenomenon based exploratory learning. Performing dyeing and dyeing tests themselves touch many areas of expertise and educational goals. The use of bio waste as a source of colors, colors and woolen material offer a variety of opportunities for teaching following an integrated curriculum, exploratory learning, phenomenon based learning and improving transversal competences. The project can be expanded according to the teacher's goals, depending on the subject and topic, or following the pupils' interest. In this way learning can be expanded in various ways.

The purpose of this study is to find out how classroom teachers use music as part of their teaching and as a unifying factor in primary school grades 3–6. In addition, the aim is to find out which factors classroom teachers find conducive to bringing music into their cross-curricular teaching. The theoretical framework of the study presents three models of integration: the methods of horizontal integration, Bresler's integration styles and DiDomenico's perspective on the integration of teaching through music. The framework also examines the role of music in primary school grades 3–6 in the light of the basics of the 2014 basic education curriculum and the benefits of teaching through music, and examines the classroom teacher's preconditions for implementing integrative music education. The study was conducted as a qualitative case study with the help of a thematic interview. The research material was collected by interviewing four classroom teachers who had experience using music as part of their teaching. The interviews were mainly conducted using online connections. One of the interviews took place in a face-to-face meeting. The analysis of the material utilized theory-based and theory-guiding content analysis. According to the study, classroom teachers integrated music into cross-curricular teaching naturally. Integration was carried out in a variety of ways. The social integration style was central, which was particularly evident in the importance of various events and celebrations and cooperation related to them. Music lessons were also taught in parallel with common themes in other subjects. The position of music as an integrative subject ranged from low cognition to an equal, cognitive position. The teacher's own background, enthusiasm and willingness had a significant effect on the realization of integration with music. Classroom teaching was also perceived as a factor facilitating integration. The most important result of the study was the importance of well-being as a factor guiding integration through music. According to the study, it seems that by integrating music into teaching it is possible to meet the goal of basic education in supporting the holistic development of the pupils.