Browsing by Subject "osallistava tutkimus"
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(2023)This thesis studies language awareness in the teaching of geographic terminology. In Finland the number of people with foreign background is increasing, and language-aware teaching offers possibilities to better engage students who are learning the school language in the teaching. Geography is an important school subject when it comes to understanding cultural multiplicity, and it supports students in the building of their identities and in their integration to the society. Hence, it is important that the students with foreign background grasp the subjects studied in the geography class. In the thesis the following research questions are answered: 1. What kind of challenges does the teaching of geographic terminology pose from the viewpoint of language awareness? 2. What type of methods in the teaching of geographic terminology are language-aware? 3. What kind of activities support language-aware geography teaching? The thesis adds to the research about language awareness and participative research. Language awareness covers acknowledging and appreciating language and languages as well as taking advantage of them and taking them into consideration. The research material has been produced in a participative research process together with a group of eighth-graders. In participative research the researched become co-researchers and participate in the planning of the research and in the production of research material. The co-researchers talked about language awareness in small groups, and then shared their notes and ideas with the researcher. The research questions are answered together with literature and the empirical research material. Geography is heavily infused with scientific terminology, and a strongly place-based subject. Because of this, the understanding of the language used and the students’ personal experiences that can be connected to theory, are of essence in a geography class. As a visual subject that studies the entire world and different cultures, geography offers excellent opportunities for language awareness. Taking advantage of different languages and using methods that either don’t rely solely on language or focus on language specifically support language awareness. Attention should also be drawn to how the teacher uses language to provide accessible teaching to as many as possible. The research results can be used to guide teaching to become more language-aware, not only the teaching of geography but other subjects too. This way F2-students can better be taken into consideration both through the language(s) and the activities used in class. The thesis also brings forward students’ ideas about language awareness and holds their voices higher to be heard.
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(2020)Pupils’ thoughts, experiences and knowledge about their local environment together with teacher’s pedagogical know-how bring new aspects to teaching. Development of geographical thinking, as well as environmental sensitivity and caring about nature is important. Also noticing that one’s own local environment is important brings new places and views to the class. Local environment has many possibilities.Research questions in this thesis are: 1. what kind of places pupils see as learning environments in their local environment, 2. how the use of diverse learning environments and enpowering pupils are shown in the Curriculum 2014 (Perusopetuksen opetussuunnitelman perusteet 2014), and 3. how can the pupils’ places and the curriculum be combined. I used participatory research in this thesis. Primary school students were co-researchers and experts on their own life and places in this thesis. This thesis researches places in local environment as learning environments.As a method I used Photo-talks (Pyyry 2015). Pupils took photographs of the places they had chosen and these photographs inspired the discussion in small group Photo-talks. The data in this thesis is both the Curriculum 2014 (Perusopetuksen opetussuunnitelman perusteet 2014) and the discussion data collected at the primary school.Supporting the pupils being active and influencing is strongly written in the curriculum. The curriculum 2014 sees pupils as capable individuals who have thoughts. Learning cooperation and interaction is important part of the curriculum. Cooperation between pupils and cooperation between pupils and the teacher increases motivation and makes finding inner motivation possible. In this thesis I think and discuss the possibilities of diverse places with the pupils. The pupils had many thoughts of the places in their local environment as learning environments.Teacher’s pedagogical planning and cooperation with the pupils is important when bringing the know-how thepupils have gathered in their free-time to school environment. Combining free-time and school considering pupils’ places may change the way the places are seen. Considering this it is important to take care that the idea and magic of the places don’t change too much. Pupils’ places can be used as learning environments at school in many ways both in the class room and at the place itself.The pupils’s thoughts and ideas cross the lines between school subjects. Phenomenon-based learning in different learning environments that by the time become more familiar to pupils, makes multidisciplinary and diverse thinking as well as relating and becoming attached to local environment and its places possible. Local environment becomes the web of places.
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