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Browsing by Subject "tietokäytännöt"

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  • "Tärkeetä on, ei niinkään se, mitä opitaan, mutta se, miten opitaan." : tietokäytännöt oppikirjattomissa esiopetusryhmissä 
    Vihonen, Kaisu (2015)
    The purpose of this study was to examine what are the knowledge practices in preschool groups that do not use study books. The research further investigates how child participation manifests in these preschool groups. Based on prior research teacher's pedagogical thinking always interacts with the practices shown in a group or class. Due to this also the interaction between teacher's pedagogical thinking and knowledge practices were examined. This study was conducted by observing preschool activities in three different preschool groups at the Helsinki Metropolitan area. In addition five preschool teachers were interviewed during the research process. The aim of these interviews was to examine how teacher's pedagogical thinking and knowledge affect their knowledge practices. To further analyse child participation also six children from one of the day care centers (center 2) were interviewed. These documents complemented each other. The analysis methodology for the sample was theory-based. In non-study book preschool groups knowledge was produced together in social practices. Children also worked independently with knowledge and information was transferred from an adult to a child, too. In addition there were equipment and materials that supported learning and working with knowledge. Child participation occurred when children communicated their ideas to the adults and when the adults acknowledged these thoughts. In the beginning of the preschool year children in day care center 2 also told what they would like to do during the year and this was taken into account in day-to-day activities. Teacher's pedagogical thinking was linked to the knowledge practices of the group while the teachers said that they choose used methods based on children's needs.
  • Tietokäytännöt ja teknologia opetuksessa : opettajien ajatuksia muuttuvasta koulusta 
    Timgren, Arvi-Johannes (2014)
    In today's society, children are living in homes surrounded by technology. After graduating from school, they will enter a working life where information is being processed predominantly using technology. There is an ongoing public debate regarding the usage of technology in schools. Previous research indicates that there are significant differences between individual schools and teachers alike. Modern day tools provide opportunities to reform teaching methods and shift the focus from knowledge acquisition to learning through participation and knowledge creation. Although technology is often being used solely with knowledge acquisition practices, some schools and teachers are more versatile with their methods. The purpose of this research is to discover the knowledge practices used by those more advanced teachers and study the technology used to support these practices. Eight teachers were interviewed for this research, ranging from elementary to high school. The knowledge practices they discussed in the interviews were included in the analysis using inductive coding. These practices were first categorized according to the concept of learning they represent and then by the timeliness of the technology utilized. An example of each category was provided and quantitative analysis was conducted. Among the diverse knowledge practices discussed by the teachers, the three metaphors of learning (acquisition, participation and knowledge creation) were almost equally represented. The results of this study also suggest that teachers who utilize new tools in teaching are more open to knowledge creation rather than repeating existing information.

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