Browsing by Subject "paikkalähtöinen kasvatus"

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.