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Browsing by Subject "fenomenografi"

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  • Användning av textila material och tekniker inom smyckekonst 
    Finell, Clarice (2017)
    The purpose of this study was to gain a larger insight to how jewelry artists choose the use of textile materials and methods in their artworks. Based on the dissertations on jewelry art by Petteri Ikonen and Päivi Ruutiainen and Dormers theory on craft knowledge, the aim has been to study what has influenced the artists to choose textile materials and methods as a means to produce an artwork and if the choice of material directs the design or if design directs the choice of material. The study has been executed by means of phenomenography. 15 jewelry artist from different countries participated. A survey was sent via e-mail to 147 jewelry artists, three jewelry artist associations and was also put on a jewelry art forum on Facebook. The obtained material was analyzed with phenomenographic methods. The result of the study was the utterances of the jewelry artists could be categorized in three groups which pertain to what is needed to create art, what skills are needed and how these skills are obtained. The result showed the passion is needed to create art, that materials and methods are used because of a thorough knowledge to use them and that thorough knowledge is obtained by extensive experience and practice of said knowledge.
  • Lärares upplevelser av det egna jämställdhetsarbetet i åk 6 
    Mansner-Lönnqvist, Anna (2019)
    The purpose of this study was to investigate how teachers in 6th grade feel that they work with gender equality in their classroom. The foundations of the curriculum for basic education (2014) require that gender equality is a central aspect of the entire basic education, which also places demands on the teachers. Previous studies have shown that Finnish teachers are poorly aware of gender issues, which contributed to the study's relevance. The research questions thus focused on finding out about the teachers' own perceptions of the concept of gender equality, as well as finding out how they work with gender equality with their pupils. Four teachers in the metropolitan area of Helsinki were interviewed for the study. The interviews were transcribed in their entirety and then analyzed by a phenomenographic analysis model, which gave rise to five outcomes, i.e. perceptions of gender equality. These outcomes were gender equality is equal treatment, teachers' thoughts on gender roles, a conscious view of gender equality work, views on knowledge about gender equality and gender equality work, and collegial interaction The results showed that teachers primarily base their work on gender equality on their own experiences and insights, which means that the work of gender equality between classes is very varied. The study thus strengthens previous research results that teachers lack knowledge of gender equality work and that stereotypes are therefore still common in classrooms.

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