Browsing by Subject "päiväkirja"

Objectives. The aim of the research is to develop a teaching simulation for basic history teaching in the framework of co-teaching and on the basis of diary material and experience. The background philosophy of learning theory is John Dewey's holistic approach to learning and David A. Kolb's (1984) model of experiential learning based on it. Following the French philosophy and literary theorist Jean-François Lyotard (1985), the current very complex and global world is well illustrated by the fragmentation of knowledge and truths. The resulting pressure for change is particularly pronounced in the everyday experiences of growing children and young people. Dewey’s educational philosophy emphasizes the connection between knowledge and action, an experiential and reflective way of learning. The importance of experience, empathy is also emphasized in the concept of learning defined in the basics of the basic education curriculum in 2014, on the basis of which the task of basic education is to grow students into confident and active actors. The purpose of the dissertation is to develop a model for the teaching of experiential history that provides keys to the treatment of both students and teachers own experiences and, through it, to the development of thinking. Methods. The teaching simulation developed in the research is based on sessions, i.e. discussion sessions, between three classroom teachers from different backgrounds. Central to these sessions is Che Guevara’s youth travel diary, whose thoughts from the reading experience are reflected in one’s own and at the same time the experiences of others. The interactivity achieved, and in particular the consensus that is a prerequisite for a functioning teaching simulation, is explored using qualitative content analysis and conversational analysis. The sessions are also supported by a thinking tool for basic history teaching based on Kolb's experiential teaching, already created in the author’s bachelor's thesis. The purpose of the teaching simulation created in the research is to expand and diversify both the student's and the teacher's perspectives on the world around them and the phenomena that affect it. Central to teaching history was getting to know other people’s experiences and mirroring them on their own. By studying the experiences of a historically and socially significant person, a microhistorical teaching method that is currently effective in teaching history was implemented, in which a stronger holistic interpretation of phenomena is sought through experience (Rantala & Ahonen 2015). Results and conclusions. The study showed that diary material can be used as a tool for basic history teaching by combining it with experiential teaching. The teaching simulation developed in the study supports the development of thinking and learning skills enshrined in the basics of the basic education curriculum in 2014, which arises intuitively from one's own experiences, not just by reasoning. With the help of a more subjective teaching simulation that supports the student's and the teacher's own world of experience, it is possible to settle into the position of another person more sensitively than before and look at their own points of view again. We cannot understand the world around us unless we understand ourselves first. A lesson can be planned based on the teaching simulation.