Browsing by Subject "positiointi"
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(2015)Previous research has shown that working in a peer group and studying according to principles of Inquiry Learning can offer possibilities for the construction of agency. Research has also shown that success in collaboration has a positive effect on the learning of pupils. The purpose of this study is to build understanding of collaboration among pupils and of the means with which they discursively construct agency in a setting where a teacher is mostly absent. This study examines the construction of agency in the collaboration of a peer group working on an Inquiry Learning project. Agency is defined as the taking and assigning of responsibility in joint action. The study sees interaction from a socio-cultural viewpoint, which emphasizes the shared importance of an individual and his/her surroundings in learning and interaction. Conversations between pupils were approached from the standpoint of discursive psychology, which sees mind and interaction as inseparable and thus demands that they be examined together. The case study centers on two fourth-grade pupils working on a shared project. The data of the study had been collected by videotaping the pupils as part of the research project Learning Bridges. The data consisted of six videotaped lessons. The collaboration of the two pupils was analysed using positioning analysis developed in the field of discursive psychology. It sees persons as forming an image of themselves and others and positioning each other relative to others by discursive means. The main result of the study is that the focus students took and assigned responsibility to each other relative to three positions: as experts, as pupils and as collaborators. These positions formed the dimensions of a pupil's agency. Another finding was that the agency was constructed both on an individual level and on a collective level. The results are in line with findings from previous research and suggest that working in a peer group is important for the construction of individual and collective agency.
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(2015)The function of this study is to find out what kind of discourses of participation can be found in a middle school student counsil meeting. The purpose was to study what kind of positions do the students take and give to others in interaction when participating in decision-making, and also to find out what kind of environment of participation do the students build around them through speaking. The base theory in this study is a viewpoint of participation as an experience of an individual and sosio-constructional understanding of reality as made up of social interaction. The research method was qualitative case study. The data collecting method was observation by way of videotaping. Analysing method was discourse analysis. In this study there was 12 participants age 13-15 who were part of a student council functioning in their school. In the student council meeting that I recorded the students discussed what could be done improving on students wellbeing in school. In the meeting there was a discourse of institution including understanding one's role primarily as a source of information. Students saw strick frames for their functioning in school system set from above. They also saw their relations to teachers through a role differentiation of supervised - supervisor. They also sustained an institutional image of the school including gloominess of the school building, lack of funds and discomfort during lessons. They were not willing, or capable, to question this image of school. There was also a youth-discourse including the pressure to fit in and underlining one's freedom to choose their lifestyle.
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