Browsing by Subject "undervisning"

Homework is a part of the day-to-day activities in most schools. The use and benefits of homework is undergoing debate. Existing research in the field is limited and sometimes conflicting. The Finnish curriculum does not require homework to be used in teaching. Thus, it is the teacher who decides if, how and what kind of homework the pupils shall be assigned. Mathematics is a subject where homework is commonly used. It is therefore relevant to study how teachers think about homework within this particular subject and how the homework in use relates to the (social)constructivist view on learning that the current curriculum is largely based on. The aim of this study was to examine what kind of homework in mathematics primary school teachers assign and how they argue either in favor of or against homework in mathematics education. Focus was on effects that develop mathematics performance. In addition, the teachers’ views on the importance of parental involvement relating to homework in mathematics was studied. A questionnaire was sent to primary school teachers in three Swedish-speaking schools in the metropolitan area of Finland. The questionnaire included both multiple-choice and open-ended questions. 19 teachers responded. Both quantitative and qualitative data analysis was performed. A deductive methodological approach was applied. The study showed that the teachers view learning in a social-constructive manner. The type of homework assigned does not, however, reflect this. Focus is on repetitive mechanical assignments to be performed individually. For instance, assignments including problem-solving are in limited use, although many believe that such assignments, along with repetitive ones, support learning in mathematics. Homework that these teachers assign does not to any large extent require being done outside of school. This leads to the relevant question whether homework is used due to the insufficiency of time in school. Most of the teachers argued for the use of homework in mathematics by reference to the importance of repetition. A majority viewed parental involvement as important. Despite the fact that the curriculum stresses equality, only three respondents reflected upon the risk that parental involvement might lead to inequality. Homework club at school was most commonly viewed as the remedy against the absence of support at home. Most teachers showed an unproblematic attitude towards the use of homework in mathematics education.

Tiedekunta - Fakultet - Faculty Educational Sciences Tekijä - Författare - Author Anna-Lena Bertell Työn nimi - Arbetets titel En kvalitativ studie kring klasslärares beskrivningar av öppen lärmiljö Title A qualitative study of class teachers`descriptions of open learning environment Oppiaine - Ämne - Subject Class teacher Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Master’s Thesis / Supervisor’s Name Aika - Datum - Month and year March 2022 Sivumäärä - Sidantal - Number of pages 48 pp. + 2 appendices Tiivistelmä - Referat - Abstract Previous research has described that open learning environments have become increasingly common in schools. It is an open space with access to a smaller group room. Open learning environment should be able to be shielded using different types of acoustic walls, curtains or bellows because several student groups are taught there at the same time. The aim of an open learning environment has been to provide more flexibility in teaching as flexibility is required for student-centered learning. The role of the teacher has also changed in an open learning environment, the teacher should be more like a tutor and the students will have more freedom to choose and decide how and where they work. The open learning environment should be adapted so that students have the opportunity to work individually, in pairs or in groups. The study's material consisted of semi-structured interviews with class teachers who had experience of working in an open learning environment. The interviews were conducted in spring 2021. The research participants were ten (10) from three different schools from two different municipalities in southern Finland. The interviews were then analyzed using qualitative content analysis as a method. The research participants described the open learning environment according to their own experiences as to how the spaces looked and worked, what flexible furniture was used, and what opportunities and challenges there were in an open learning environment. Finally, the research participants also described some suggestions on how the open learning environment can be developed.

The purpose of this thesis is to investigate how and for what purposes play is used in teaching in primary school grades 1–6. The focus is also on the opportunities and benefits play brings to teaching based on teachers' experiences. In addition, the challenges teachers experience in using play as a tool for learning are represented. Previous research has shown that play is not only a pastime that brings joy to the participants, but also a foundation for developing children's socio-emotional skills, cognitive skills and creativity. In the current curriculum, play is one of the methods that teachers must use to reinforce and teach students various skills. This thesis has been carried out as a qualitative interview study. The material was collected through semi-structured interviews with three private individuals who work as Swedish-speaking primary school teachers for grades 1–6 in Finland. The interviews were transcribed and analyzed using a thematic analysis. The teachers used play for various purposes. Play was used in various subjects to teach content from different subjects and achieve goals from the current curriculum. Play was perceived as a fun, activating and engaging method of teaching subjects’ content. Likewise, play was used to support the development of socio-emotional skills as well as promote the formation of social relationships and the creation of good class spirit. Play was also used as a method to activate and motivate the students to continue with different tasks. The teachers felt that the workload and time constraints influenced their choice to use play in teaching. Play requires more planning and preparation than traditional teaching methods. Lack of space and insufficient furniture also limited the possibility of play in teaching. The teachers also believed that each student group is unique and brings unique challenges to the teaching.