Browsing by Subject "tekstilaji"
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(2016)Constant increase of communication tools and possibilities has led to the place, where people need diversal reading and writing skills to act in the society. These divergent literacy skills have also been introduced in Finnish national core curriculum 2014 as a new term and goal called "multiliteracies". Multiliteracies highlights diverse literacy environments and skills to interpret and produce diverse texts through all schoolgrades. However, many studies have shown that the effect of the curriculum in the concrete teaching event is weak, even non-existent. Instead the textbooks would seem to direct teaching events stronger than curriculum. That is why publishers and schoolbook writers have a great responsibility as core curriculum interpreters and educational improvers. My focus in this study is to find out, how multiliteracy as dimension of board-based competence appears in abc-books made by new national curriculum. I observed this phenomenon through two focusing themes which were diverse text environment and interpretation and production of different texts. My research data consisted of two abc-books made by Finnish national core curriculum 2014. To improve reliability the abcbook authors participated in different stages of my study. At first they defined how the goal of multiliteracy is noticed in their abcbook and later they gave comments about the results. This study was a qualitative research and content analysis served as the analysis method of the data. The genremap used (Martin & Rose 2012) as a basis of analysis was created within the range of genrepedagogy. This map of genres in school devided texts in tree genrefamily, which were engaging genrefamily, informing genrefamily and evaluating genrefamily. These tree genrefamilies however, were further divided into more exact genres. This study indicates that the goal of multiliteracy has been systematically taken into consideration in the abc-books. All tree genrefamilies were represented. Nevertheless, the results showed that different genres were not examined equally. Engaging texts were emphasized and the role of evaluating text was minor. Informing texts had some representation. Tasks of the abc-books encouraged pupils to use and to produce different texts. Attention was paid to the versatile handling of different genres in tasks which aim especially at the production. The results of my study open points of view to how multiliteracy is contained in the abc-books at the moment.
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(2016)Goals. The writing performance level of Finnish schoolchildren, especially of boys, has been an area of concern over the past few years. The present study is part of a longitudinal intervention study (RoKKi), which has created an encouraging feedback model for trying to find ways to enhance writing skills. Research has shown that writing self-efficacy and writing performance are related, so this study will examine whether the encouraging feedback model will improve the self- efficacy of the students. A central element of the encouraging feedback model is peer feedback. The idea is that the pupils feel that attention is being paid to what they have written. Pupil experience has not figured significantly as an issue in writing research, so this study will tackle that subject as well. Methods. The study was carried out in three 5th-grade classes between autumn 2011 and autumn 2012. The established class had already used the encouraging feedback model before the study, while the treatment class started to use it at the beginning of the intervention. In the control class, the teacher gave feedback according to a more traditional manner. The data consists of four measures of self-efficacy and writing experience. They were analysed using one-way ANOVA, repeated measures ANOVA, t-tests and the equivalent nonparametric tests. Results and conclusions. The encouraging intervention didn't have a statistically significant effect on the self-efficacy beliefs of the 5th-graders. However, the self-efficacy in the established class was higher and the writing experiences were statistically significantly higher than in the other two classes. In the established class, the experiences remained positive regardless of the genre that was being exercised whereas, in the control group, not even the normally positively experienced genre of story could improve the writing experience of the boys. The intervention seemed to have a positive effect for boys in particular, but one needs to take into account that the starting level of the self-efficacy of the boys in the test class was also high, which is exceptional in the light of earlier research. In the control class, the girls had much higher levels of self-efficacy and better writing experiences than the boys whereas, in the established class, the results were quite even. The positive writing experiences and self-efficacy beliefs – and the equality of the genders – in the established class suggest that the encouraging feedback model might be of value in long-term use.
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(2017)The aim of this master's thesis was to implement a genre-pedagogical educational intervention with the 5th graders of elementary school and to look what kind of biological science reports they wrote before and after my genre-pedagogical intervention. I wanted to find out if the genre-pedagogical intervention would help the students to become better writers. I also wanted to find out how much the usage of sources was to be seen in their reports before and after the intervention. The aim was also to examine gender differences in writing as well as in the development in writing by using the genre-pedagogical intervention. This study was a qualitative research, in which I used the method of content analysis and specification. The data consisted of 26 biological science reports written by 5th graders. The study involved 13 students and each student wrote two reports, before and after the genre-pedagogical intervention. I went through the material by classifying the material considerations into categories based on the research questions and also by scoring the texts based on the scoring system developed in R2L – genre-pedagogical method. The results showed that the overall scores of the science reports increased on all the areas of the scientific text categories. The results also showed that the students leaned strongly on sources when writing biological science reports before the genre-pedagogical intervention. After the intervention the students used less paragraphs directly copied from the sources and used more of their own expressions. Review of the results showed that the girls scored higher than boys almost in all areas of the scientific text categories before the genre-pedagogical intervention. After the intervention the boys reached the same level with the girls in almost all of the text categories and thus the differences between the sexes narrowed.
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