Browsing by Subject "valinnaisaineet"
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"Hyvää oppia elämään" : vanhempien ajatuksia käsityön valitsemisesta valinnaisaineeksi yläkoulussa (2014)Objectives. The aim of this study was to find out in what kind of factors parents explain their child's decision to select or not to select crafts as an optional subject. The research question was: How do a student's parents explain the choice of taking crafts as an optional subject in 8th and 9th grade? The question was then divided in three sections of how parents explain the decision in different situations; when the student is going to elect crafts, when the student is unsure of what to select and when the student has decided not to select crafts as an optional subject. Parents' point of view to a child's optional subject election has not been studied previously. Methods. The answer to the research question was examined from a data collected with an internet based question form. The data was collected from the parents of 7th graders in the autumn 2013. Craft teachers all over Finland received the form to be sent out to 7th graders' parents through TAO, technical work teacher union and TOL, textiles teacher union. The question form was answered 1397 times of which 1019 answers were relevant from the point of view of this study as they had answered to the question where the parent was asked to explain the previous question of to choose or not to choose crafts as an optional subject. The data was analyzed using content analysis with atlas.ti computer program. Results and conclusions. The answers were coded in five main categories (positive, unsure, negative, other and parents' attitudes and estimations of the child's motives). At the end the answers were categorized in three groups depending if the child will elect crafts, is still unsure, or if the child will not elect crafts as an optional subject. The results can roughly be put in six different groups. Among students who were electing crafts were two groups: respondents who were interested or liked crafts and respondents who elected crafts to balance the academic subjects. Among students who were still unsure of the election were two groups as well: people who didn't yet know what to choose and people who possibly might elect crafts if there was space after electing the more important subjects. Among students who had decided not to elect crafts formed two groups again: Respondents who were not interested in doing crafts and respondents who might have been interested but were more interested in other subjects. This study gives information about who are in the target group of selecting crafts and in what reasons crafts are selected as an optional subject. This study might give advantage to people who teach crafts as they might get more possibilities to influence on more students to choose crafts as an optional subject in the future.
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(2022)The aim of my thesis was to find out how the tray of the optional subjects was shaped in the upper secondary school and what things influenced to the process of making the tray of the optional subjects. The second aim of this thesis was to find out which reasons pupils had for choosing or not choosing home economics as an optional subject. Home economics is a subject that typically ends as a common subject in the spring of year 7. At the end of this the development of household skills at school is left to the optional home economics’ hands. The aim of this work is to help home economics teachers to find ways to motivate students to con-tinue studying home economics more often. My research questions in this thesis were: 1. How are the tray of optional subjects formed in the upper secondary school? 2. How do pupils justify their choices to choose or not to choose home economics as an optional subject in secondary school? For the first research question, I interviewed the headmaster of a school in southern Finland, who brought an education provider’s perspective to the topic. On the basis of head-master’s answers, I outlined the process of creating the tray of the optional subjects. To answer the second research question, I interviewed ten pupils from the same school. They had made elective choices in secondary school. I analysed the interview data using content analysis by making reduced expressions from the quotations and gathering different categories from them. Finally, I examined the differences between the responses of students who had chosen home economics and those who had chosen something else than home economics. The process of forming the tray of optional subjects was initiated by the need to make changes which were caused by the reform of the national curriculum. National curriculum, local policies, pupils’ interests and future competence needs guided the develop-ment process of optional subjects’ tray. Pupils’ choices of optional subjects were most influ-enced by their own interest in learning and their experience of subjects they liked. Differences between those who chose home economics and those who chose something else than home economics were found in how stressful or easy they found home economics lessons and how good they perceived their own home economics skills to be. Pupils wanted optional subjects to be relaxing and meaningful for themselves.
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