Browsing by Subject "systemaattinen analyysi"
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(2010)The aim of this study is to explore by systematic textual analysis the crucial conceptions of constructive alignment and to reconstruct the concept of constructive alignment and examine the relation between conceptual relationships in John Biggs's texts. In this study, I have also analyzed the presuppositions of the concept of constructive alignment and its possible implications. The research material includes Biggs's (1996b; 2003) article entitled Enhancing Teaching through Constructive Alignment and book entitled Teaching for Quality Learning at University. The primary purpose of the systematic textual analysis is to reconstruct concepts and gain access to a new or more profound understanding of the concepts. The main purpose of the constructive alignment is to design a teaching system that supports and encourages students to adopt a deep approach learning. At the center of the constructive alignment are two concepts: constructivism in learning and alignment in teaching. A tension was detected between these concepts. Biggs assumes that students' learning activities are primed by the teaching. Because of this it is not important what the teacher does. At the same time he emphasizes that teaching interacts with learning. The teacher's task is to support student's appropriate learning activities. On the basis of the analysis, I conclude these conceptions are not mutually exclusive. Interaction between teaching and learning has an effect on student's learning activities. The most essential benefit of the model of constructive alignment is that Biggs brings together and considers teaching at the same level with learning. A weakness of Biggs's model relates to the theoretical basis and positions of the concept of constructive alignment. There are some conflicts between conceptions of epistemology in Biggs's texts. In addition, Biggs writes about constructivism also as conceptions of epistemology, but doesn't consider implications of that position or what follows or doesn't follow from that commitment. On the basis of the analysis, I suggest that constructivism refers in Biggs's texts rather to constructivism in learning than philosophical constructivism. In light of this study, constructive alignment doesn't lead to philosophical constructivism. That's why constructive alignment stays out of idealism. Biggs's way of thinking about teachers possibility to confronting students' misconceptions and evaluate and assess students' constructions support a realist purpose in terms of philosophical stance. Realism does not drift toward general problems of relativism, like lack of criteria for assessing or evaluate these constructions.
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(2017)Goals. The intention of my research was to analyze and increase understanding of the well-being theory by PhD Martin Seligman. Seligman is one of the leading characters and contributors of positive psychology and his theories and insights are widely cited among the researches and articles discussing positive psychology. Positive psychology has raised a lot of attention as a novel field of research and it is reasonable to take an analytical review at the theoretical elements it is built on. Hence the aim of this research is to further analyze the content and foundation of Martin Seligman's theory. Methods. My research was theoretical-conceptual in nature and the chosen research method was systematic analysis. Systematic analysis enables theoretical investigation and interpretation of the literary material. The aim is to get a deeper understanding of the research object through clarification and reconstructuring of the logical entity of the theory. The object of research and primary research material of this study was Martin Seligman's publication Flourish, A Visionary new understanding of happiness and well-being (2011). The analysis focuses on clarifying Seligman's well-being theory. The most essential concepts, their relations and theoretical coherence are examined in the study together with Seligman's argumentation. Results and conclusions. As the result of my research I will represent a reconstruction of the well-being theory based on the conducted analysis. The reconstruction describes the essential concepts of the theory together with their relations. The results of the research also indicate, that even though Seligman's theory contains a new and interesting conceptual point of view for observing positive psychology and well-being, it also contains some incoherence and even faults. These shortages weaken the credibility and reliability of the theory. Firstly, the theory's essential concept "flourishing" has not been defined explicitly. Secondly, Seligman indicates two separate roles for flourishing, which seems incoherent. Thirdly, Seligman describes his theory as descriptive although it seems to be normative. Consequently, it seems uncertain whether Seligman is aiming at a neutral description of decisions leading to well-being or giving recommendations of what people should choose for being well. The fourth problem is how Seligman argues the comprehensiveness of the well-being theory by comparing it to his preceding Authentic happiness -theory (2004). This comparison of the two theories seems however bias. The fifth problem in the theory is how Seligman describes whether the engagement-element can be evaluated only subjectively or both subjectively and objectively. As a conclusion, it may be stated that Seligman's theory should be further critically analyzed and developed to enable its utilization as the foundation for positive psychology.
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