Browsing by master's degree program "Kasvatustieteiden maisteriohjelma"

The aim of the current study was to broaden the understanding for the relationship between physical activity and working memory among primary school students. In addition, I aimed to investigate the level of physical activity among the students. Prior research implies that students who are more active and are in better condition, also tend to have better memory. The current study is a quantitative survey study. The survey was developed to measure students’ physical activity and was filled out by 54 sixth graders during their school day. The survey consisted of questions concerning how they go to school, school break activities, spare time activities, and hobbies. First, students filled out the questionnaire, and after that, they participated in a working memory test. The working memory test consisted of a digit span test forward and a digit span test backward. The results from the current survey study indicate that boys who are more physically active seem to have a larger working memory capacity than those less active. The differences were most noticeable in the forward digit span test. Similar differences were not observed among girls. However, the level of physical activity among the tested girls was clearly under the national average, hence, no strong conclusions can be drawn.

Goal. The aim of this thesis is to map the theoretical complexity of the much discussed and researched concept of inclusive education. Furthermore, it illustrates the concept from a practical point of view, using interviews with Finnish classroom teachers. Researchers describe the search for a definition of inclusive education as a difficult and unproductive task. Regardless of this, several previous studies have attempted to map and simplify the complex topic. This complexity is highlighted through a review of definitional approaches from previous research. Beyond the theoretical complexity, the practical perspective also suggests a diversity of opinions and solutions within schools. The implementation of inclusive education is described from the Finnish point of view, making visible the principle of support for learning and schooling. It should be noted that the 2014 National Core Curriculum for Basic Education (Finnish National Agency for Education, 2014) describes teaching in Finnish schools as inclusive. However, the document does not define the meaning of inclusion, leaving perception and implementation up to educators. Interviews with eight Swedish-speaking classroom teachers aim to support the understanding of the implementation of inclusive education. The analysis of the interviews is especially based on the teachers' descriptions of practical actions related to inclusion, as well as the motives for the actions. Method. The thesis is based on qualitative content analysis of eight (8) interviews with Swedish-speaking classroom teachers from eight (8) different Swedish-speaking schools and school units in southern Finland. The material that I analyzed is fully transcribed and anonymized interviews. The material was collected in 2022, as part of the University of Helsinki's research project MÅDIG: Diversity and differentiation in comprehensive school. Interviews were conducted with 21 class teachers and principals, but I only accessed one interview with a class teacher from each school or school unit in the project. Results. The research results show that the Swedish-speaking classroom teachers use a variety of inclusive teaching strategies in order to address current issues that affect the learning of heterogeneous student groups. The interviews reveal that inclusive teaching is largely based on practical prioritization and lack of resources, as evidenced by the fact that the majority of teachers' descriptions refer to the consideration of disadvantaged pupils, rather than all pupils. Consideration of disadvantaged pupils is relevant, as the functionality of teaching is based on consideration of them to a greater extent than consideration of strong pupils. In addition to consideration of achievement level, i.e., strength in learning, the majority of classroom teachers describe consideration of pupils' variations in language level and home situation. Teachers describe the implementation of inclusive teaching strategies based on current themes using differentiation, peer support and companion teaching. In addition to consideration of learning, teachers also describe in depth the maintenance of social community within the class, the school and with the home. For example, teachers use varied joint activities and open communication to consider social community. In correlation with previous research, inclusive education is illustrated as a multifaceted and complex ideal in education. The previous research largely aims to define and understand the meaning of the concept, while the interviews show a practical view of varying solutions to inclusive education. The comparison of theory and practice shows that teachers' inclusion is largely based on what is practically possible and their descriptions can therefore be considered non-theoretical. This has the risk of leading to teachers acting according to their own perceptions of a situation, instead of the important professional theory. Several teachers describe that they lack adequate resources, but also additional training in the consideration of all students. The thesis highlights the need for further research on the implementation of inclusive education.

International policy documents (FN (UN), 1989; WHO & BZgA, 2010, 2013; WAS, 2014; UNESCO, 2018) recommend that children should receive age-appropriate sexuality education, but it is unclear whether this is fulfilled in practice. There is relatively little research on sexuality education for younger students. Therefore, it is relevant to research how sexuality education for younger students is delivered. The purpose of this study is to describe how sexuality education is delivered in grades 1-2 in Finland and to examine teachers’ attitudes towards sexuality education for younger students. In this study I would like to draw attention to the potential of the Finnish curriculum when it comes to sexuality education. Five teachers, who at the time of the study taught grades 1-2 in Finnish primary schools, participated in this study. Data were collected through semi-structured interviews that were recorded, transcribed, and analysed with thematic analysis. The results found that teachers had difficulties defining sexuality education. Teachers taught sexuality education across subjects, spontaneously and sometimes also unconsciously. Teachers need help defining what sexuality education is and what themes are to be addressed. Sexuality education should be made an evident part of the subject environmental studies in the Finnish curriculum. This can hopefully encourage teachers to teach sexuality education. The sexuality education was not really planned, evaluated, or developed in any of the schools. This is a serious issue that needs to be addressed. Local plans for sexuality education should be written. The teachers had generally positive attitudes towards sexuality education for younger students, but in some situations sexuality education could be perceived as a difficult subject. Several of the teachers showed interest in promoting diversity and equal treatment in their teaching. This study failed in providing any deeper insight into how teachers work with norms in sexuality education.

Background and objectives: First, this research aims to understand Ghanaian student teachers' genuine thoughts and views on remote education and learning. Secondly, the interest is to find out how the student teachers see the use of remote methods in their future work and especially, how to teach practical skills remotely. Third, the broader goal is to take a stand on the development of teacher education in a time where sustainability issues, developing technology and crises challenging the global world are shaking up our world view in a new way. The bicycle model of the future home economics teacher, which guides systemic thinking and is based on a transformative learning concept, adapted for this study, is used to help the examination of the results. To support future orientation, the data is also examined with the help of 21 century competencies on teaching and learning. Finally, this master's thesis is an article-form thesis, and its purpose is to produce a scientific article, as well as this summarizing section describing the background work and research process of the article. Context: The concept of remote teaching and learning used in this study refers specifically to learning and teaching that takes place online with remote connections. Such learning can be real-time or asynchronized learning through online platforms. These do not necessarily require a constant network connection but rely on digital pedagogy. Methods: The data of this qualitative online study was collected through WhatsApp interviews and the informant group consisted of nine Ghanaian student teachers. The research data has been analyzed with theory-based content analysis, using the bicycle model on comprehensive climate education as a guiding theory. The bicycle model was modified from the original to suit this study. Results and conclusion: The results of this study clearly indicate both that remote teaching and learning has become a permanent part of Education, but also that remote methods, related to technological knowledge and interaction skills should be further developed in teacher education. The informants of the study saw an interactive, communal, and learning environment that utilizes peer learning but also takes individuals into account as particularly meaningful when thinking about their own learning but also their future work as a teacher.

Gifted students are a resource we cannot afford to overlook. Every student should receive encouragement and stimulation to develop his/her learning. Right kind of support and stimulation help the student reach his/her full potential. Together with a competent person, the ultimate limit of what a student can master can be found. The purpose of the thesis was to investigate the didactic methods teachers use to stimulate the mathematically gifted students in mathematics. To achieve this purpose, the research questions were formulated as following: ● How does the teacher identify a mathematically gifted student? ● How does the teacher work to support and stimulate the mathematically gifted student? The thesis was a qualitative study and data was collected through semi-structured interviews. Five teachers participated in the interviews. Thematic analysis was used to analyze the data. The results of the thesis show that since neither the curriculum nor teacher education do not provide guidelines, a framework or tools for identifying, supporting and stimulating gifted students, the respondents rely on their work experience, their observations in everyday school life and to the school´s possible action plan. The respondents' didactic methods represent various forms of acceleration and enrichment efforts. Coaching as an intervention is used sparingly. An interesting theme for continued research could be to investigate how the current national development measures are perceived to support teaching and learning in everyday school life when they are realized and put into use. The thesis can be used as a source of inspiration or a toolbox for, among others, teachers who want to orient themselves in the theme.

Growth folder is a tool based on the definition of portfolio, that has been used in the early childhood education since the 90’s. With the development of digital technologies, a digital option has developed alongside the paper-based growth folder, and digitality is thought in many ways to enhance its capabilities. Being a tool that is based on documenting and on processing those documents, digital growth folder in early childhood education shares common ground especially with the pedagogical documentation, but in literature there are also many other possibilities attached to it. The aim of this study was to find out what different perceptions early childhood education teachers have about the digital growth folder as well as the actual working with it. The meaning of this study is to find out, what kind of possibilities early education teachers themselves think are included in digital growth folder. The collection of research material and analysis was in this study guided by the qualitative phenomenographic framework, which states that there is just one common reality, whose phenomena each individual experiences and comprehends in individual ways. The research material was collected by interviewing six early childhood education teachers, each with at least two years of experience in using the digital growth folder in their work. The material driven analysis proceeded through the identification of meaning units and their categorization to finally form two description category systems. Based on the perceptions of early childhood education teachers interviewed, a digital growth folder is a tool or means with different uses and purposes. The purpose was influenced by early childhood education staff, the child, and the child’s family. Digitality appeared as a factor that seemed to have both negative and positive effects on the digital growth folder. Based on teachers’ perceptions, working with the growth folder appeared as a process, that contained documenting but also processing those documents. The working with the growth folder was affected on the one hand by the resources related to digital devices and time, on the other hand the organizing the work.

Digital gaming is common nowadays regardless of age, as the majority of individuals aged 10 to 75 play digital games at least occasionally. For this reason, it is necessary to investigate the connection between digital gaming and well-being. Additionally, exploring the relationship between digital gaming and academic performance is essential, as school-age children and students also play digital games. Previous research on the topic has been conducted, but there is relatively little qualitative research based on adult experiences. This study focuses on the experiences of adults who have played a significant amount during their lives and how they perceive gaming’s impact on their well-being, academic performance, and school well-being. Interviewees were asked to define well-being in terms of physical, mental and social aspects, as well as academic performance and school well-being. They were also asked to define problematic gaming. The goal of this study is to gather more information about the positive and negative influences of gaming on an individual’s well-being and academic performance. Educators can use the gathered information when planning the gaming education of the children or youth. The research was conducted as a qualitative study, and data were collected through written interviews with six participants. The interviewees were selected on the assumption that they have played a lot at some point in their lives. The chosen research method was phenomenography because the study focused on the interviewees’ own experiences and perceptions of the phenomenon under investigation. The study found similarities with previous research. Interviewees described connections between digital gaming and well-being like those found in previous studies. One observed connection was the reduction of stress as a result of gaming. Similarities were also found in the interviewees’ perceptions of physical, mental and social well-being, as well as academic performance and problematic gaming, compared to previous research. An example of such similarity was linking the feeling of competence to mental well-being. This research provided a player-centric perspective on digital games. Especially for mental and social well-being, benefits were perceived from gaming. However, drawbacks were also identified and could be described on personal experience. It can be concluded that digital gaming has connections to perceived well-being in its various aspects, both positively and negatively. Academic performance may suffer from excessive amounts of gaming according to interviewees.

Previous studies on the interaction in digital games have mainly investigated the portions that make up the entire interaction in digital games. Aim of this study is to expand the concept of interaction in digital games and find out what the interaction in digital games is like and how the interaction in digital games can be influenced by game education methods. I collected the data for this study by interviewing six game educators who work with children and teenagers. As a data collection method, I used a semi-structured thematic interview, for which I had prepared the interview questions in advance based on the theoretical literature I had read. I analyzed the material using thematic analysis and highlighted key themes for this study and reported them. According to my interviewees, the interaction in digital games was versatile and consisted of different extremes. Interaction in digital games can be either positive or negative, with acquaintances or strangers, in the same space or over the network, related to the game or not, and through speech, text or in-game gestures. The interaction in digital games is therefore influenced by the game that is played, the company that is played with and the place where the game is played. According to my interviewees, the game education methods that can be used to influence the interaction in digital games were providing safe gaming environments for young people and teaching manners. Players who have learned good interaction skills through game education can intervene in toxic behavior in games and spread positivity and good behavior models forward.

Background and goal. The aim of this study is to examine which technical challenges teachers in elementary school experience while using digital tools, aswell as how the challenges affect their work. Teachers’ experience with the education for using digital tools is also a focus for this study. Earlier research suggest that network-, storage- and login difficulties are usual in the classroom, while the administrative programmes are difficult to use. These challenges mainly affect the teachers timewise and are a cause for frustration. Studies also suggest that teachers aren´t always properly educated or knowleadgable with the use of digital tools. Methods. This study is of qualitative nature. I have interviewed six elemntary school teachers (year 1-6), from two different schools in southern Finland. The answers have been analyzed with thematical analysis. Results and conclusions. Teachers experience different kinds of technical challenges with digital tools. Network-, storage- and login difficulties were common challgenes. The teachers put more emphasis on the difficulty of using the different administrative programmes, and pointed to several issues with them. Waste of time and frsutration became apparent as two main outcomes of teachers experiencing technical challenges. Regarding teacher education, most of the teachers felt quite comfortable with the use of digital tools, but pointed out some weaknesses in their knowledge, i.e. the Smartboard was a digital tool many teachers felt a bit unfamiliar with. The teachers felt the need for more education. Support was a theme that came up in many oft he interviews, where the teachers pointed out that the supporting network for technical difficulties is a bit lacking. First and foremost it isn´t easy to know who to contact with which problems, which led to the collegial support being the first choice. My study show that teachers still experience different kinds of technical challenges with digital tools. Some of my results confirm earlier studies, which show that things haven´t necessarily improved or changed, while teachers feel the need for a change in the administrative side of the work. Teacher educationwise there is a need for more availible eduaction and courses, that offer learning on different knowledge levels, aswell as the support structures may need a closer look. The support structures may need renewing or changing to reliev the teacher´s work.

Goal. The purpose of the thesis is to identify, analyze and describe the underlying impact of digitalisation on equality and inequality between students in elementary schools. In addition, the relationship between democracy, participation and digitalisation is researched. Previous studies have shown that there are differences in teachers' and students' digital competence, technological equipment, digitalisation between different cities/schools. Studies have also shown that students' digital equipment and socio-economic background affect students’ academic success. Digital competence is a central part of the curriculum and relevant in today's changing society, as are equality matters. The remote-studies during the covid-19 pandemic and the number of digital tools in everyday life have also increased the need for digital tools in teaching. Methods. The study is a qualitative interview study within the framework of the research project "Digital literacy in development", DigiLi. The project started in the year 2021 and the research process is still active in 2022. The material received includes interviews with teachers in Swedish-speaking schools in Finland. The study uses ten semi-structured in-depth interviews with teachers in grades 5–9. In the interviews the topic of discussion was distance learning and digi-talisation, with a focus on digital resources, changes in teaching content and student participa-tion, student (in)equality, language awareness and collegial work. The audio recordings and transcriptions were analyzed using content analysis. Results and conclusions. The teachers feel that students have access to different digital tools among themselves. The economic situation of families can for example lead to weak internet connection and digital tools. The teachers also gave varying answers to questions about partici-pation in the digital environment; digitalisation and the use of digital tools can both promote democracy and participation in education as well as hinder or suppress it. The conclusions are that students have access to different teaching methods with digital tools between them, which is due to differences in the teachers' digital competence, the school's/municipality's resources and the student's (socio)economic status. The digitalisation of teaching can thus expand the already existing inequalities in society.