Browsing by Subject "kuluttaja- ja talouskasvatus"

Based on previous research, the development of consumer and financial education in basic education is topical and necessary. One of the teaching methods in accordance with the objectives of the curriculum is problem–based learning. The aim of this study was to investigate problem-based learning in home economics consumer and financial education. The aim was also to find ways to develop consumer and financial education in home economics. The perspective of this study were home economics teachers and their students whose involvement in the development of teaching is important. Answer to the research problem was sought with the main research question: How is problem–based learning feasible in the teaching experiment in consumer and financial education in primary school education? Sub-questions were used to discover benefits and challenges of the teaching method and also experiences of the target group during teaching experiment. The study was conducted as an ethnographic study. Research strategy was a combination of school ethnography and action research. Research material has been collected during the teaching experiment organized for the research using participatory observation, thematic interview and a questionnaire. Research material was collected in 7th grade home economics education classes in a school in the Helsinki metropolitan area. The target group of the study was 109 students and two full time home economics teachers of the school. The material of the study was analyzed thematically using theory-based content analysis. Based on the results of the study, problem-based learning is excellently feasible in consumer and financial education in home economics. The advantages of the teaching method were the commendable fulfillment of the goals during the teaching experiment and the increased motivation of the students. Problem–based learning was an inspiring and interactive way for students to learn, enabling students to learn actively and self-directedly and to apply critical thinking and knowledge. The biggest challenges in problem–based learning was related to the limited resources of home economics teachers, the lack of interaction and reflection skills in the target group, and the workload of the teaching method. The experience of both students and home economics teachers of problem-based learning during the teaching experiment was positive. Home economics teachers evaluate that the teaching method works in consumer and financial education of the target group beyond expectations. Based on the results of research, problem–based learning could be suitable teaching method in the development of consumer and financial education in home economics.