Browsing by Subject "http://www.yso.fi/onto/yso/p6613"
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(2020)Purpose. Around 3-15% of all pupils have dyslexia. According to the core curriculum, student assessment should be conducted in a comprehensive way, considering students’ individual difficulties. However, assessment instructions might be considered vague. Earlier studies have also shown that teachers may perceive assessment as complicated, particularly when it comes to students with special needs. The purpose of the study is to describe, analyze and interpret how secondary school teachers experience assessment and grading of pupils with dyslexia. The purpose is also to explore how pupils are enabled to show their knowledge in an adequate way. Furthermore, teachers’ perceptions of assessment fairness with regard to pupils with dyslexia are discussed. Methods. The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of eight semi-structured, individual interviews with teachers working in two Swedish-speaking secondary schools i Finland. The collected material was analyzed using thematic analysis. Results and conclusions. Teachers expressed a genuine will to support pupils with dyslexia and they stated that they could assess pupils in a flexible way. Cooperation with special education teachers was perceived as important. The versatility of the core curriculum was regarded as an advantage for students with dyslexia. The most used accommodations were oral responses, extended time and test writing in a small group. Double assessment, prioritized content and adapted tests were also used, but teachers had different approaches. A student’s positive lesson activity could lead to a better grade. Language teachers struggled with the assessment of misspelled words. IT software was not widely used. The teachers stated that they did their best to take students’ difficulties into consideration when giving them grades, and they normally also thought their assessment was fair. The study shows that teachers do their very best to assess students with dyslexia, but there are differences in procedures between teachers, which might lead to unequal assessment.
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(2023)According to the national core curriculum for basic education, formative assessment is central to every pupil’s individual learning process. Formative assessment can be defined as response that aims to support the pupil in understanding the goals for learning, perceive their own progress in relation to the set goals, and give the pupil tools to reach the specific learning goals for each subject. Interactive methods, such as discussion, self-assessment, and peer assessment are part of formative assessment. Previous studies have shown that pupils often become passive receivers in the assessment process and don’t feel that they benefit from the type of formative assessment they have received and that teachers have difficulties supporting pupils’ abilities to assess their own work. This study examines what kind of formative assessment pupils perceive as beneficial for their learning, and how self-assessment, according to teachers and pupils, can be used in order to support learning and the pupils’ abilities to self-assess. The study takes a qualitative, phenomenographic approach. The material was gathered by conducting focus group interviews with pupils in grades 5–6 and teachers for grades 1–6. The informants formed nine groups of three to four pupils and two groups of three to four teachers per group. The interviews were transcribed and analysed thematically. The results show that considering the pupils’ prior knowledge, setting clear goals, and using versatile materials and methods, along with continuous, personal, motivating, and fair feedback are types of formative assessment that pupils perceive as supportive of their learning. The results also point out that efficient self-assessment requires clearly stated goals and instructions, and should be conducted alongside wider work processes, with support from discussion between pupils and teachers.
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(2022)In this work, I argue that there is a non-trivial historical-theoretical context in which a sound, deductive argument for the immateriality of the human intellect can be given entirely based on Thomas Aquinas’s philosophical framework. Aquinas presents several arguments for the immateriality of the human intellect. His preferred arguments for this conclusion are sometimes known as the two universality arguments, because they are based on the universal aspects of human intellectual cognition. According to the argument from the universal scope of intellectual cognition, the intellect must be immaterial because it is capable of knowing the natures or essences of all material substances, which nothing material could do. According to the argument from the universal mode of human intellectual cognition, the intellect must be immaterial because nothing material could cognize its objects in the abstract, universal mode of the intellect. These two arguments have recently received critical scholarly attention. The scope argument is considered unsuccessful by nearly all of Aquinas’s recent commentators, whereas the mode argument has been frequently defended in the literature. However, the mode argument has also been criticized for an allegedly unjustified inference known as the “content fallacy”: just because something represents universally and thus immaterially, it does not follow that it is ontologically immaterial itself, unless further argumentation is provided. Several replies have been given to the “content fallacy” objection, but these leave the matter inconclusive at best in my opinion. I think the content fallacy can be overcome, but this requires taking into consideration Aquinas’s views on how the intellect actively causes or abstracts the cognitive representations of the essences it cognizes. The resulting argument, which I call the causal universality argument, is nowhere found in Aquinas’s works in a dialectically satisfying form. However, it is an argument entirely based on Aquinas’s theoretical framework. Thus, even if it is an argument Aquinas never intended to make, it is an argument he could have coherently given without adding anything new to his philosophy. Demonstrating the immateriality of the human intellect is important to Aquinas for several reasons. For example, it is a part of Aquinas’s larger project of trying to philosophically establish the incorruptibility and immortality of the human soul, which makes the resurrection of the human being at least a coherent possibility from a philosophical point of view. If the causal universality argument is sound relative to its proper theoretical context as I argue, then Aquinas has a good basis on which to argue for these further claims.
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(2020)HELSINGIN YLIOPISTO – HELSINGFORS UNIVERSITET – UNIVERSITY OF HELSINKI Tiedekunta/Osasto Fakultet/Sektion Faculty Kasvatustieteiden maisteriohjelma Laitos Institution Department Kasvatustiede Tekijä Författare Author Ingela Mollgren-Gustavsson Työn nimi Arbetets titel Title Kielelliset virikkeet varhaiskasvatuksessa ja esiopetuksessa Oppiaine Läroämne Subject Varhaiskasvatus (VAKA) Työn laji Arbetets art Level Aika Datum Month and year Sivumäärä Sidoantal Number of pages Pro gradu-tutkielma Joulukuu 2020 70+14 Tiivistelmä Referat Abstract Tavoitteet. Varhaiskasvatussuunnitelman perusteiden mukaan toiminnassa on tuettava lasten kiinnostusta kieliin. Esiopetuksen opetussuunnitelman perusteissa korostetaan, että kieli on yhä enemmän oppimisen väline, jota käytetään viestinnässä ja ajattelussa. Tutkimukset ja kansallinen koulutuksen arviointikeskus ovat nostaneet esiin varhaiskasvatuksen ja esiopetuksen epätasaisen laadun. Puutteita on esimerkiksi lasten kielellisen kehityksen tukemisessa. Tässä tutkimuksessa halutaan siksi tuoda esiin sitä, kuinka kielelliset virikkeet toteutuvat varhaiskasvatuksessa ja esiopetuksessa. Tutkimuksessa halutaan myös selvittää, onko ”kielellistä kehitystä tukevasta toimintasuunnitelmasta” ollut konkreettista hyötyä yksiköiden kielellisessä työssä tutkimuksen kohteena olevassa kunnassa. Menetelmät. Tutkimusaineisto kerättiin kyselyillä. Kyselyt lähetettiin N=47 henkilölle, jotka työskentelivät erään Turunmaan kunnan varhaiskasvatuksessa ja esiopetuksessa. Vastausprosentti oli 70 %, N=33. Kysymyksien vastauksia analysoitiin kvantitatiivisesti sekä kvalitatiivisen sisällönanalyysin avulla. Tulokset ja johtopäätökset. Tutkimuksesta saadut tulokset havainnollistavat, että henkilöstön työskentely kielellisten virikkeiden parissa on monipuolista ja vaihtelevaa. Enemmistö henkilöstöstä tietää, että kirjat ovat erittäin tärkeitä lasten kielellisen kehityksen kannalta ja panostaa kirjojen sisällöstä keskustelemiseen. Yli puolet laulaa lauluja useita kertoja päivässä, kun taas loruja hyödynnetään vähemmän. Yli puolet henkilöstöstä hyödyntää työssään tablettia, pääasiassa kielellisen kehityksen edistämiseen. Suurin osa työntekijöistä on hyvin tietoisia omasta roolistaan kielellisenä esikuvana lapsille. Tutkimustulokset osoittavat, että ympäristössä voitaisiin panostaa enemmän teksteihin ja kirjaimiin, jotta lapset ymmärtäisivät niiden merkityksen. Lasten kielellisten taitojen dokumentointia tulisi tehostaa. Yli puolet raportoi, että ”kielellistä kehitystä tukeva toimintasuunnitelma” on vaikuttanut yksiköiden konkreettiseen työskentelyyn ja kertoo muuttaneensa laulujen, lorujen ja kirjojen parissa työskentelyä suunnitelman käyttöönoton jälkeen. Avainsanat Nyckelord Keywords varhaiskasvatus, esiopetus, kielelliset virikkeet, kieliympäristö, kieltä tukeva toiminta Säilytyspaikka Förvaringsställe Where deposited Helsingin yliopisto – Helda / E-thesis (opinnäytteet) ethesis.helsinki.fi Muita tietoja Övriga uppgifter Further information Ohjaaja: Solveig Cornèr
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(2021)This master’s thesis examines comments for and against virtual reality (VR) as a gaming technology in the context of the VR-only game Half-Life: Alyx. Comments were collected from its online community in the Steam discussion forum, and understood as speech acts. The game is the first in its series to not be playable with a keyboard and mouse. The purpose is to examine the virtual community’s speech acts in connection to social movement mechanisms for taking collective action: social networks, collective identities, conflict action against identified others. This mixed-methods case study’s primary method is qualitative grounded theory. For comparison, additional data was also collected on whether the commenters purchased the game or not. The research material consists of comments before and after it was released. Commenters are grouped based on their comment sentiment toward VR as positive, negative, neutral (mixed), or unclear. These sentiment groups are visualized as social networks. In results, Half-Life is modernistically constructed as a technology-advancing gaming series. The advancement in its latest release Half-Life: Alyx is contributed to its use of VR technology. The game being playable VR-only divides the virtual community’s reception of the game, and the technology. Disagreements concern the technology’s economic expenses, gaming experiences, and distinctiveness as a gaming medium. The shared collective identity of “the Half-Life community” is a PC gaming community, which consists of “Half-Life fans” who consider themselves to be keyboard-mouse gamers, and gamers who are part of a “VR community.” They use different conflict strategies against the identified other. In time, the commenters became less polarized. Furthermore, they entertained which of the mediums or what future technology will be used in Half-Life 3. In essence, the main phenomenon of the gamer divisions around Half-Life games’ hardware requirements but later uniting as a community is named “The Half-Life cycle,” although not all commenters agree that VR belongs in the same technology-advancing narrative as the previous technologies. The hardware and software developer Valve is discussed in regards to the company benefiting from the divided Half-Life community, whether or not a “divide and conquer” strategy was intended. Furthermore, the main phenomenon Half-Life cycle is discussed from multiple perspectives. Further research suggestions relate to the distinctions between virtual communities and social movements, what a technological movement would look like, and the understanding that different communities can be divided similarly to social movements.
Now showing items 1-5 of 5