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Browsing by Subject "Pedagogik"

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  • Öppna Data, statistisk litteracitet och tvärvetenskaplig undervisning 
    Hammarström, Lukas (2023)
    Projektet Avoin Data Opetuksessa går ut på att hålla fortbildningar för lärare och skapa undervisningsmaterial för gymnasiet, med öppna data och statistikbehandling som huvudtema, och python-programmering som verktyg. Projektet är planerat at passa in i många ämnen, och utgår ifrån att de flesta elever inte har programmerat tidigare. I denna avhandling undersöks aktuella undervisningsbegrepp så som tvärvetenskaplig undervisning, autentisk undervisning och projektbaserat lärande, och vilken betydelse dessa får ur projektets synvinkel. Tvärvetenskaplig undervisning är att modebegrepp inom pedagogiken, och jag ville undersöka vad det i praktiken innebär, och vilka officiella institutioner som uppmanar till det. De sista avsnitten är ett subjektivt återberättande av mitt eget arbete med projektet, mina insikter och de med- och motgångar jag har mött när jag har skrivit material och testat det i klassrummet. Feedback-formulär och elevers utlåtande ligger som grund för en del av analysen. I projektet används verkliga mätdata från institutioner som CERN och THL. Detta ger projektet en värdefull autenticitet, men ger även upphov till många nya utmaningar.
  • ”Tillsammans” : kollaborativa matematikuppgifter i ett undersökande landskap 
    Holsti, Sebastian (2019)
    Aim: Previous research has shown that the students' involvement in mathematics education is steadily decreasing during the compulsory school years. It has also been shown that the teaching of mathematics is very textbook centered and that teaching emphasizes a procedural fluency over conceptual understanding. There are also indications that a certain level of struggle is necessary for learning and that cognitively challenging tasks create a greater level of engagement. In this thesis, an intervention material with cognitively challenging collaborative mathematical tasks is presented and examined. The purpose of this research is to investigate which mathematical competences the students find themselves practicing in their work on collaborative tasks and to investigate what the pupils find to best support them in their efforts with cognitively challenging mathematical tasks placed in an investigative landscape. The students' perceived knowledge development during the intervention is also addressed. Methods: This is a quantitative study that took place in a primary school. The students in the research are students in grade 4 and grade 6 (N = 32). For this study, a survey was constructed that the students completed after each lesson. The focus of this thesis lies on the students' own experience. A total of 8 lessons were conducted per year. Results and conclusions: The results from his study show that pupils in grades 4-6 experience the group as their greatest support in the work on cognitively challenging mathematical tasks placed in an investigative landscape. There was a difference between the classes. The older students felt that they had practiced more on conceptual abilities, and they could also slightly better utilize the collaborative resources. The younger pupils relied somewhat more on the teacher and experienced the group's support as their greatest asset in their work with more procedural skills. Neither the elderly nor the younger students were able to really utilize the collaborative resources when the cognitive level of demand increased or the tasks took place in less concrete environments. The results suggest that there is reason to speculate further on how best to support students' collaborative mathematical development.

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