Browsing by Title

Finnish students' reading skills have declined according to studies published in the 2020's. Therefore, it is important to investigate how reading skills can be best practiced and developed. The objective of this bachelor's thesis is to determine what kinds of learning outcomes have resulted from playing the computer game called GraphoGame (Ekapeli in Finnish). This objective is approached through the means of conducting a review of intervention studies and other empirical studies on GraphoGame. The review is a review akin to a mix of a descriptive literature review and a systematic one. The studies reviewed reported on intervention studies and other empirical studies on GraphoGame in English. The keywords yielded 56 results of which 19 were eligible for the study according to the inclusion criteria. The included studies were analyzed and, for each study, the specific student participant population, length of play, the language of reading instruction and of the game as well as obtained results were noted. Playing GraphoGame was shown to increase knowledge of grapheme-phoneme correspondences, reading accuracy and reading fluency. The Polish GraphoGame (GraphoGame PL) study yielded results contrary to the other studies in that the best results at every testing point were obtained by the control group rather than the intervention group, but this result may be explained by the significant difference in reading competence at the beginning of the study: the control group was significantly better than the intervention group at reading at the beginning of the study.

The aim of the study is to find out and demonstrate the thoughts and work of early childhood educators about environmental sustainability. Furthermore, a theoretical link between teachers' own knowledge and approach to environmental sustainability is important, because it is visible through their actions. These actions are noticeable in the activities together with children and affect the children's connection to ecological sustainability. With the purpose of the study as a starting point, the questions therefore are: • How does the team consider environmental sustainability in the learning environment with the children? • What seems to be the attitude towards environmental sustainability among those who participated in the study? • What is discussed and what is left out when teaching environmental sustainability? This bachelor thesis consists of a qualitative hermeneutic analysis of collected data from teams with their thoughts on environmental sustainability in daycare. Based on the data collected, it can be parsed that to a certain extent the teachers take account of ecological sustainability in their activities. However, there is to improve as there is variation in knowledge of environmental sustainability. Rarely or never are there connections to overriding entities such as system of the climate, pollution of land and water, use of land and water, ecosystems, biodiversity. The Study shows that there is interest and a positive attitude towards ecological sustainability.

Kulutusvalinnat nähdään yhtenä elämäntyylimme ilmentäjänä sekä ilmastonmuutoksen aiheuttajana tämän päivän yhteiskunnassa. Tasapainoinen luontosuhde ja maapallon resurssit huomioiva kulutuskäyttäytyminen olisi ihanteellinen tavoite tulevaisuutta ajatellen. Tämän tutkimuksen tarkoituksena onkin selvittää aiemman tutkimuksen pohjalta, mitkä tekijät hankaloittavat nuorten aikuisten ekologiseen kuluttamiseen pyrkimistä ja tasapainoisen luontosuhteen saavuttamista. Tutkielmassa luodaan kuva nuorten aikuisten kulutusympäristöstä ja tämänhetkisen kulutuksen roolista. Tutkimuksessa hyödynnetään inhimillisen ekologian teoriaa ajatusmallina luonnon ja ihmisen tasapainoiseen suhteeseen. Tutkielma toteutettiin kvalitatiivisena tutkimuksena, jossa tarkempana tutkimusmenetelmänä käytettiin kuvailevaa narratiivista kirjallisuuskatsausta. Tutkielmassa pyrittiin vastaamaan asetettuun tutkimuskysymykseen aiemmasta tutkimuksesta luodun synteesin perusteella. Tutkimustietoa koostuu ekologisuuden, kulutuksen ja nuorten aikuisten aihepiireistä. Tutkimuksen tarkempana kohteena olivat lapsuuden kodista pois muuttaneet itsestään vastuussa olevat nuoret aikuiset sekä heidän kulutusvalintansa sekä arvonsa. Tämän tutkielman mukaan nuorten aikuisten kulutusvalintoihin on monia perusteita nuorten sisäisestä arvomaailmasta sekä ulkoisesta ympäristöstä. Tutkielman tulokset antavat viitteitä arvojen ja käytännön kulutusvalintojen välillä olevista ristiriidoista. Keskeisempinä tuloksina nousi puute tiedosta, ajasta, taidoista sekä mahdollisuudesta kuluttaa ekologisesti sekä ekologisten arvojen heikkous verrattuna yksilöllisiin välitöntä hyötyä tuoviin arvoihin. Kulutuksen vähentäminen sekä välttämättömässä kulutuksessa pidättäytyminen nousivat aiemmasta tutkimuksesta konkreettisiksi keinoiksi tuoda ekologisuutta käytäntöön. Nuorten aikuisten kuitenkin havaittiin kiertävän ekologisia kulutuspäätöksiä ja perustelevan kulutuksen välttämättömyyttä monilla eri keinoilla.

The aim of the study was to influence the contents of sustainable development in the National curriculum guidelines on early childhood education and care (ECEC). Both sustainable lifestyle and ecosocial approach to education are already included in the set of values of the National core curriculum for basic education (2014). For the unity of the set of values guiding our early childhood education and basic education it is necessary that both sustainable lifestyle and ecosocial approach to education are also included in the ECEC. The three guiding values of ecosocial approach to education are responsibility, moderation and human interaction. The se-condary aim of this study was to find out how can early childhood education support the ful-filment of these values. The method used was qualitative interview study which also incorporated elements of operati-onal research. The type of interview method selected was semi-structured interview. In the stu-dy I interviewed three members of the 2016 ECEC´s steering group who participated in the wri-ting process of the new ECEC. First the interviews were transcribed and then the data gathered was analyzed. Mentions and ideas related to means for the support of education of values were located from the transcribed material. These were then categorized under three pre-selected themes which included 1) responsibility, 2) moderation and 3) human interaction. The analysis revealed themes related to the education of all three values. These included the model of beha-vior provided by the adult, reflections with the children and also actions and experiences that reflect the pre-selected values. The study also revealed specific means for the education of each value separately. Based on the study it can be stated that adults possess an essential role when it comes to sup-porting a child to internalize the values of ecosocial approach to education. The members of the steering group concluded that an adult example was essential in the transmission of values. In order for the values of ecosocial approach to education to be transmitted to the children they should first be internalized by the educators themselves. From the research rose also both the adults and the children´s reflections of right and wrong and the consequences of ones actions. Value based practical activities, planning these activities together with the children and enabling them to have experiences related to the values were also all seen important.

Aim. Animal-assisted activities are continually increasing as one of the alternative interventions, but the research on this subject has been relatively limited. The purpose of the study was to find out what kind of animal-assisted activity could support the child's autism spectrum in contact ability and communication skills, and whether animal aided activities could be one of the support measures needed for special children, especially children with autism spectrum. The purpose was to analyze what possible means of communication and contact had arisen in everyday life. In addition, the aim was to consider which methods of animal assisted activities could be activities that support communication and interaction. From the symptoms of autism spectrum the study emphasizes particularly the challenges of communication and social relationships. Methods. The study was conducted as a qualitative study and the study material was collected by interviewing parents whose children of autism had participated in animal assisted activities. There were three interviews and interviews were conducted in theme interviews in January and February 2018. The theme interview was aimed at making the interview situation open for discussion. The research product was a phenomenological approach. The aim of the interview was to find out the experiences of the parents. The material was transcribed and analyzed by substance-driven content analysis. Results. The study found that child contact and interaction skills had increased at the same time as the initiation of animal assisted activities. The development had been partly slow, and children needed time for construct the bond with the animal. There weren’t animal-assisted activities that supported children more than another animal-assisted activities because the different children had benefited from different activities. While the research material was small, no generalizable conclusions could be drawn, but the material referred to the fact that animal-assisted activities had supported the child in communication skills and contact ability. In the future, it would be useful to continue research with a larger study material and, for example, by observing the child.

Abstract Aims: The aim of this study is to research, analyse and interpret how Finnish men experience the daily life and its meaning after retirement. In this context, it is also interesting to investigate how they see the transition from the working life to retirement. In the theory part, the topic is approached through the following themes: retirement, old age, the third age and the different perspectives of daily life. Methods: The study was implemented as a qualitative research interview in autumn 2016. The target group of the study was four retired Finnish men between the ages of 64 and 73. The research questions aimed to find answers on how the daily life of Finnish men changes after they retire and what the daily life holds. A theme questionnaire was used as a help in the interview. All the interviews were recorded. The interview material was transcribed immediately after each interview. The transcribed material was analysed. The background information of the interviewed men was stored in a table and the question themes based on the research questions were divided into sub-themes, the results of which were written out. Results and conclusions: The results show that work has been a very central part of life for all the interviewed men. They all thought that the meaning of work has changed for them over the years. They all had decided to take a flexible retirement option by their own choice. The men felt that they had already done their share of work. The future seems positive for the men. Physical activity is an essential part of everyday life and it has become even more important after retirement. None of the interviewed men experiences loneliness in daily life. The family, spouse, children, grandchildren as well as friends and acquaintances make the greatest impact in their life. Generally speaking, the men are satisfied with their life. Health, livelihood, family and close friends, home and security are the most important parts of life.

Tämä tutkimus yhdistää elämänkatsomustietoon sekä verkko-oppimateriaaleihin tutustumisen. Tavoitteena on saada yleiskäsitys siitä, millainen oppiaine on kyseessä ja kuinka siihen suunnattu Apollo verkko-oppimateriaali täyttää kyseisen katsomusaineen sisältöalueet. Kandidaatintutkielmani alussa tarkastelen elämänkatsomustiedon luonnetta ja miten se on saanut monen vaiheen kautta nykyisen roolinsa perusopetuksen opetussuunnitelmassa. Oppiaineen tarkastelun jälkeen perehdyn siihen, mitä tarkoittaa oppimateriaali ja työväline sekä mistä puhutaan, kun puhutaan verkko-oppimateriaalista. Lisäksi tuon esille sen, kuinka konstruktivismi liittyy verkko-oppimateriaalien hyödyntämiseen. Tutkimuskysymykseni on: ”kuinka Apollo-verkko-oppimateriaali vastaa opetussuunnitelman (2014) asettamia sisältöalueita?” Pyrin löytämään vastauksia siihen, kuinka tämä vuonna 2015 julkaistu elämänkatsomustiedon verkko-oppimateriaali ilmentää neljää sisältöaluetta, jotka ovat kasvaminen hyvään elämään (S1), erilaisia elämäntapoja (S2), yhteiselämän perusteita (S3) sekä luonto ja kestävä tulevaisuus (S4). Tulokset osiossa tarkastelen yksitellen näiden neljän sisältöalueen ilmenemistä. Sisältöalueet saattavat esiintyä tietoruutujen, tarinoiden, yksilö- ja paritehtävien, monisteiden sekä toiminnallisten pelien ja -leikkien muodossa. Tuon esille mitä aiheita on korostettu, ja mitkä aiheet jäävät vähemmälle käsittelylle. Pohdin myös lopuksi, kuinka opetussuunnitelman asettamat tavoitteet toteutuvat Apollossa ja sen soveltuvuutta useammalle luokka-asteelle samanaikaisesti. Jatkotutkimuksissa olisi hedelmällistä perehtyä Apollon tarjontaan vielä opettajien ja oppilaiden näkökulmista. Opettajia ja oppilaita voisi haastatella Apollo verkko-oppimateriaalista esimerkiksi puolistrukturoidun haastattelun avulla ja mikäli mahdollista, tutkija voisi asettautua havainnoimaan Apollon käyttöä luokkahuoneeseen.

Introduction. The purpose of this study was to find out what is adventure education and how could it be put into practice in the forest during comprehensive school’s home economics’ lesson. Some home economics researches have been done concerning nature and home economics but there’s no research about adventure education and home economics. This study tries to answer Finnish comprehensive school’s curriculum, National Core Curriculum for Basic Education 2014 that says: the teacher should use nature as a learning environment and one aim of the education is to teach sustainable lifestyle. I wanted to innovate how adventure education and forest as a learning environment could develop pupil’s home economics skills. I chose forest as a possible learning environment because there are forests everywhere in Finland. I studied adventure education, home economics’ research about how experiences are related to learning skills of home economics, theory of human ecology, and relationship between human and nature. Methods. This study is a descriptive literature review about adventure education literature. I wanted to receive an overview about the topic. I wanted to find answers to following questions: what is adventure education? What kind of learning environment forest could be during home economics’ lesson? I tried to find adequate information related to my topic. Conclusion. Based on my literature review, adventure education develops pupil’s personal growth, for example learning. It is possible to use adventure education as a pedagogical method in the comprehensive school during home economics’ lesson. Adventure education improves home economics’ skills such as cooperation skills. Experiences in the forest also improve pupil’s environmental thinking. This study can be used as a tool to use adventure education in home economics and to inspire those who are interested in adventure education.

I samhället finns det könsnormer som signalerar vilka skolämnen som är mer passande för de olika könen. Könsnormerna kan begränsa elevernas uppfattning om valmöjligheterna i studierna och på arbetsmarknaden, vilket kan leda till att eleverna inte når sin fulla potential. I denna studie undersöktes grundskoleelevers intresse för olika skolämnen och på vilket sätt elevens kön och de samhälleliga könsnormerna påverkade intresset. Syftet med denna studie är att synliggöra och verbalisera handlingar och attityder som fungerar som normstärkande strukturer i en skolkontext. Studien gjordes som en narrativ litteraturöversikt för att kartlägga olika faktorer som påverkar det könsuppdelade intresset. Litteratursökningen gjordes med bestämda inkluderingskriterier. Litteraturen som analyserades bestod av fjorton studier. Den valda litteraturen analyserades tematiskt. Forskningsresultatet i denna studie visade att många olika faktorer påverkar elevernas intresse för skolämnen. Elevernas intressen uppdelas så att pojkarna är mer intresserade av matematiska och naturvetenskapliga ämnen, medan flickorna prefererar språk, konst och humanistiska ämnen. Könsnormerna fungerar som en viktig påverkande faktor i könsuppdelningen av intresset. Könsnormerna som eleverna upplever i sin omgivning skapar förväntningar på eleverna. Dessa normer förstärks även i skolan. Forskningresultatet påvisade lärarens påverkan på elevernas intresse för skolämnen. I studien diskuteras lärarens möjligheter att arbeta normkritiskt i sitt pedagogiska arbete.

Continuous learning is relatively new as a concept. It is preceded by the concepts of lifelong learning, recurrent education, continuous education and lifelong education. The aim of this literature review is to find out the roots of the concept of continuous learning are.I also research how continuous learning affects the work of universities, especially in terms of its funding. I also examine how universities communicate their role in providing continuous learning. I carried out my bachelor’s thesis as a descriptive literature review and attached a section containing empiric research. As sources and material, I used both domestic and foreign research literature, publications, and the external websites of universities. In my research, the development of the concept continuous learning from lifelong education to lifelong learning and further to continuous learning emerged. The implications of the task of promoting continuous learning to university funding could also be seen. The analysis of the empiric section on the content of the universities’ continuous learning websites revealed to some extent the definition of the concept of continuous learning that I set out to find.