Browsing by Subject "tutkimusetiikka"
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(2019)The goal of the “new paradigm” in childhood studies and specifically child perspective research is to bring the child into the center of producing information regarding their lives. Various methods based on oral storytelling are considered appropriate for presenting such things that children consider meaningful. Using visual methods aims at increasing children's possibilities in self-expression within the means of the research. From these premises I designed a child perspective narrative study, meant to chart the fourth grader's experience of the school forest. However, new and more acute research problems arose from the data produced in the study: How has the research setting limited, or on the other hand, made possible what is being told? What is expected from the listener for the stories to be heard? 22 4th graders participated in the study in the spring of 2016, and were presented with the question: "What would you like to share with the researcher about the school forest?". To begin with their stories the pupils first photographed the school forest. Photo-elicitated narrative interviews were then conducted with each participant. The material was interpreted by means of narrative analysis, making use of the small stories approach. Reaching the “narrative space” within the research was challenging for the participants. The dominant form of expression was “showing” instead of narrating, or giving narrow descriptions of what is there in the forest: trees, stones, sticks. The narrative quality of the interviews was largely fragile. This resulted in the children's own school forest experience remaining rather distant. Reflexive thinking of the context of the narration, such as the research setting and being in school, brought out several factors prohibiting the narrative space from opening up, such as insufficient informing and the overriding of an explicit consent from the child. So called counter stories within the data were two stories, in which the children's subjective school forest experiences were celebrated. The narrative space was made possible by an inclusive interview interaction. The results of the study can be applied in the planning of ethically solid child oriented research, in which the child's own consent is given the weight it deserves and the challenges of conducting a research in school are consciously met. This is how the potential of children’s free narrating is more likely to flourish.
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(2013)Objectives. Research ethics is an essential part of good science and the craftsmanship of trained professionals. However, there are only few studies about teaching and learning research ethics in universities. In the context of Finnish universities, the research is non-existent. The objective of this study was to examine students' research ethics skills and perceptions, and how university appears as a learning environment from the students' perspective. The objective was also to recognise possible developmental needs in education. The concept of ethical sensitivity represented the research ethics skills of students. Methods. The study utilised a mixed methods approach. The population consisted of psychology and educational science students in University of Helsinki. Students (N=87) responded to a questionnaire examining whether students' empathy, organisational and professional socialisation, and experiences on the department's ethical climate have a relationship with their sensitivity in research ethics issues. Three vignettes were composed for measuring sensitivity in research ethics issues. The informants' task was to recognise the ethical issues embedded in the vignettes. Also the relationship between students' age, field of study, progression in studies, and sensitivity in research ethics issues was examined. Six students, who were also respondents of the questionnaire, were interviewed. The frame of the interviews was created on the grounds of the quantitative results. The interviews were analysed thematically. Results and conclusions. According to principal component analysis, the measure of socialisation did not consist of the same dimensions than the original measure (organisational socialisation and professional socialisation). The Finnish data produced two new components: socialisation to the values of the field and the department, and socialisation to the practices of the field and the department. The latter component predicted sensitivity to ethical issues in research (?=.287, p=.023, R2=.09) in the regression model. Other variables did not have the same relation. The six students interviewed represented two different student clusters based on their socialisation in cluster analysis. Those students who reported a high level of socialisation to the values and the practices of the field and the department emphasised research ethics as certain practices, whereas those students who did not report a high level of socialisation emphasised the relativity of values and the importance of questioning existing norms. The findings suggest that in order for students to commit themselves to ethical research practices, they need to figure out the value basis of those practices. For teaching research ethics this implies that practical guidelines and realistic examples will have to be underpinned with thorough discussions about the underlying values and their consequences. This way the development of the students to responsible and ethical subjects can be assisted successfully.
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