Browsing by Subject "kuluttajakasvatus"
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(2015)This thesis analyses how young, blogging girls see and experience commercialism in blogosphere. My aim is to find out what kind of consumers these girls are and which qualities are typical among them. Do these girls feel that blogs have the possibility to have an influence on other peoples consuming and does commercialism have some kind of role in their blogs. There are some previous studies about adults and older adolescents and their roles in Finnish blogosphere and that is why this study concentrates on 13–15 year old girls. The theoretical background of this thesis is based on consuming, social media and commercialism on internet and blogs. The data of this study was collected from 13–15 year old girls who write blogs quite regularly. They (N=17) answered to five different open questions and were able to see all the other girls' answers and comment on them. Beside this data I also used some blogs and blogposts that these same girls have written. This is a qualitative study that was analysed with the following methods: qualitative content analysis, themes and types. In the analysis I introduce some common thoughts and thoughts that vary from other answers. I have created three different types of a young, blogging girl. These types can be used when constructing curriculas and lessonplans especially in home economics classes These girls' thoughts about consuming do vary quite a bit according to my data. Their wish to be a critical consumer came up in many answers and some of them were able to show some qualities of critical consuming in their answers. These girls were also able to find some factors that have an influence on their consuming in social media. They had different opinions regarding the commercialism of the blogosphere. It is a common thought that their own blogs have some forms of commercialism in them even though they don't have any official co-operation with any companies. Their thoughts of commercialism in social media were very mature.
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(2023)Globalization, technological development, online shopping, and the climate crisis require consumers to acquire new knowledge and ways of acting in society. Consumer education promotes informed and sustainable consumption behavior and increases economic well-being. Research on consumer education has traditionally focused on formal education, such as consumer education in school. However, in Finland, there is no previous research on parents' perspectives on consumer education despite parents being significant influencers of their children's consumer behavior. This study examines parental consumer education practices within households, specifically exploring their views on the content areas, parental responsibilities, and sustainability aspects of consumer education. The data for the thesis was collected through semi-structured thematic interviews. Eight parents, each with at least one child aged six or older, were interviewed. Four of the participants were from the capital region and four were from different cities. The data was analyzed using theory-driven content analysis. Parents perceived consumer education as a multifaceted phenomenon. The boundaries between different areas of education were not clearly defined in everyday life, as consumer education was seen as part of education in general. The content areas of consumer education emphasized money management, budgeting, and saving. Sustainability education highlighted the ecological and social aspects of consumption. According to parents, the primary responsibility for consumer education lies within the home. Consumer education was provided at home in an age-appropriate manner through reciprocal interaction. Additionally, children participated in household consumption practices, particularly in relation to grocery shopping and their own consumer goods.
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(2020)The supply of teaching materials is constantly changing and expanding. This is also affected by the digitalization of schools and learning. Digitalization was emphasized even more in the spring 2020, when the primary education was shifted to distance learning due to the Covid-19 pandemic. Teachers are constantly required to consider and make decisions on the teaching methods they use. This study is conducted in collaboration with the Finnish Competition and Consumer Authority (FCCA). Among other things, the FCCA produces teaching materials. One of them is the Ostopolku [Consumption path]- teaching material, which aims to show the different parts of shopping process and how they are linked to each other. This material has been developed in collaboration with teachers. The aim of this research is to observe, what kind of user experiences teachers have from the teaching material. The purpose is to find out how teachers use the material, what kind of experiences they have as users of the material and how they would develop it. The data were collected using an electronic survey (n=10). In addition to the survey, I interviewed one teacher who had used the Ostopolku -teaching material in her teaching. Also, a specialist’s interview was conducted with Taina Mäntylä from the FCCA, the developer of the teaching material. The aim of Mäntylä's interview was to deepen the material and evaluate what kind of similarities and differences can be found in her interview and teachers' user experiences. The collected material guided the analysis, the research was conducted with the data-driven qualitative content analysis. Teachers are generally satisfied with the Ostopolku- teaching material. Pupils were actively involved in the lessons and the material was found to be suitable for both home economics and social studies lessons when the grade to be taught was taken into consideration in the content. There were also development suggestions for the teaching material, while the material itself was found to be quite extensive compared to the planned duration of the lessons. Teachers also expressed their hopes for adding various videos and smaller assignments to the material.
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(2020)Goals. The goal of this Master’s Thesis is to examine how young adults describe their economic capability and their own consumption. In addition, it is explored how and where young adults feel they have learned financial capability. The research is topical because studies have shown that the perception of one's own financial capability is related to financial behavior and well-being. However, it is not entirely clear where and how financial skills, knowledge and attitudes are adopted. Previous research has shown that childhood home, school, peers, and the media are key environments where consumer attitudes and skills are learned. The role of the childhood home is emphasized in the studies of socialization. The school's financial education has been found to teach financial knowledge, but conflicting research results have been obtained on its impact on economic behavior. Peer and media influence consumption, especially in adolescence. The consumer today operates in an increasingly complex market. It is therefore important to find out how consumers themselves perceive financial capability. Methods. This Master’s Thesis was conducted as a qualitative research. The target group of the study was young adults between age 18 and 29. Research data was collected by using a semi-structured interview. Ten interviews were conducted in December 2019 and in January 2020. People participating in this study were between age 21 and 26. Data from the interviews was analyzed by using thematic analysis and qualitative content analysis. ATLAS.ti computer program was used as a help in thematic analysis. Results and conclusion. The study found that young adults feel they are frugal, but not stingy consumers. This can be interpreted as reflecting society's values of consumption. Young adults' descriptions of their own consumption were close to those of an ideal consumer. This may indicate that young adults consider their own financial skills to be good. The childhood home was seen a key environment for learning financial skills. School’s financial education was seen encouraging a frugal attitude towards consumption, but school was not perceived as a significant factor in learning financial capability. On the other hand, young adults believe in the school's po-tential to influence the development of financial capability.
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