Browsing by Subject "POPS 2014"

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  • Vuolas, Liisa (Helsingin yliopisto, 2017)
    The national core curriculum for basic education (FNBE 2014) brings changes in pedagogical outlines. Some of the key goals are to enhance pupil participation, diversify assessment and increase the use of technology. The teacher's task is to instruct and guide the pupils. The new curriculum also emphasizes transversal competences in the instruction of subjects. Furthermore there are many essential changes in crafts subject which causes stress among some craft teachers. The curriculum (FNBE 2014) defines crafts as a multimaterial subject in which the competence of managing holistic craft process (HCP) is a central principle. Crafts is defined by design, technology and craft expression. Furthermore, craft teaching requires co-teaching among craft teachers and co-operation with other subjects. This study aims to find out what kinds of reflection the new curriculum causes among craft teachers. The study was performed as a qualitative case study, in which the data was collected from the meetings of craft teachers in peer group mentoring sessions in January-March 2017. The group consisted of a mentor and eight participants who were female craft teachers in Uusimaa. The length of their teaching careers varied from two years to twenty-five years. Data was coded with ATLAS.TI-program. The analysis was data-based content analysis. According to this study, all the changes in the national core curriculum for basic education 2004 have not been fulfilled in craft teaching. Therefore the new curriculum (FNBE 2014) challenges teachers more than expected. Teachers' reflection includes a mixture of strong feelings and a large amount of questions and worries. Changes in the curriculum inspire teachers but not all teachers have the means to fulfill the requirements of the new curriculum. Learning problem-solving skills, co-operation with other teachers and student groups consisting of both girls and boys are considered the positive aspects of the new curriculum. Teachers also have more freedom to implement their teaching, and pupils can choose more optional lessons than before and be directed according to their interests. Teachers feel sorrow and anxiety because they are afraid that pupils' craft skills are weakening. The small number of craft lessons complicates the execution of the new curriculum. Some teachers experience the new technology in a very negative way as well as the experimental nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is still considered important. Teachers feel positive about the increased co-operation between craft teachers but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources to teaching groups sizes and to the planning co-teaching. Craft teachers need further education with design teaching, integration of technology, documentation and assessment. Teachers feel sorrow and anxiety when because they are afraid that of the weakening of pupils' craft skills are weakening. The small amount number of craft lessons is kept as a problem complicates the fulfillment execution of the new curriculum. A part Some of the teachers experience the new technology in a (very) negative way and as well as the experimental role nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is experienced still considered important. Teachers experience feel positive about the increased co-operation between craft teachers good but it feels tough to start co-operation but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources with to teaching groups (sizes) and to the planning of co-teaching planning. Craft teachers need further education with design teaching, integration of technology, documentation and assessment.
  • Einiö, Ruusa (Helsingfors universitet, 2016)
    Tutkimuksen päätavoitteena on kuvata toiminnallisen kieliopin opetuksen taustaa, harjoitus-tyyppejä ja oppimistavoitteita. Tutkimuksessa tarkastellaan toiminnallisen kieliopin opettami-seen tarkoitettuja harjoituksia perusopetuksen opetussuunnitelman perusteiden 2014 työtapo-jen ja tavoitteiden kautta sekä opetussuunnitelmatyöhön, oppituntien suunnitteluun ja arvi-ointiin tarkoitetun kaksiulotteisen taksonomiamallin valossa. Tutkimus vastaa käytännön tarpeeseen: perusopetuksen opetussuunnitelman perusteet edellyttävät toiminnallisten me-netelmien käyttöä, mutta menetelmistä ei juuri ole tutkimuspohjaista tietoa. Tutkimusaineistona on kolme peruskoulun yläluokkien opetukseen tarkoitettua materiaalia: kaksi oppikirjasarjaa ja yksi opettajan käyttöön tarkoitettu toiminnallisen opetuksen materi-aalipaketti. Tutkittavat materiaalit ovat ilmestyneet vuosina 2014–2016 ja ne oli laadittu pe-ruskoulun opetussuunnitelman perusteiden 2014 mukaisiksi. Materiaaleissani on yhteensä 72 toiminnalliseen kieliopin opetukseen tarkoitettua tehtävää. Tutkimuksessa käytetään laa-dullista tutkimusotetta. Tutkimuksen menetelmänä on empiiriseen sisällön analyysi ja tehtä-vänannoissa ilmeneviä oppimistavoitteita eritellään ja tulkitaan Andersonin ja Krathwohlin taksonomiamallin avulla sekä suhteessa perusopetuksen opetussuunnitelman perusteiden 2014 tavoitteisiin ja työtapoihin. Tutkimus osoittaa, että peruskoulun uuden opetussuunnitelman 2014 perusteiden mukaisis-sa peruskoulun yläluokkien oppimateriaaleissa on erityyppisiä ja erilaisia työtapoja käyttäviä kieliopin opettamiseen tarkoitettuja toiminnallisia harjoituksia, jotka ovat kognitiiviselta haas-tavuudeltaan helppoja tai keskitasoa. Tiedollisesti tehtävissä on kyse joko faktatiedon tai käsitetiedon opiskelusta. Tutkimuksesta käy ilmi, että kieliopin opettamiseen tarkoitetuissa toiminnallisissa harjoituksissa näkyy peruskoulun opetussuunnitelman perusteiden 2014 toiminnallisten ja monipuolisten menetelmien käytön vaatimus. Lisäksi monissa harjoituksis-sa tavoitteena on opetussuunnitelmassa äidinkieli ja kirjallisuus -oppiaineen kielen havain-noinnin taitojen harjoitteleminen ja kielitietoisuuden lisääminen
  • Kuitunen, Eemi (Helsingfors universitet, 2017)
    Aims. The aim of this study is to examine how the promotion of learning to learn skills has been described in the POPS 2014 in classes 1-6. Research question consists in the fact that I see learning to learn as an important part of student's own learning and lifelong learning. The topic is also interesting on my own future teacher's point of view. I see that my research topic can develop my own professional skills as a teacher and I also focus at the same time on the new basic education curriculum (POPS 2014). My research has not previously been carried out in this research material, so I could create new information about the topic. However, learning to learn has been studied quite extensively and I take advantage of the received results that the Helsinki University's Educational Evaluation Study Centre have collected. Methods. The study method was qualitative text content analysis. Data of the research consists of the text of the curriculum and the principles of qualitative research. Results and conclusions. The results showed that learning to learn is a major part of modern education in the lower grades. Learning to learn can be developed in many ways and it depends on many different circumstances, such as student motivation and learning environment. Ideas for further research could be, for example, how teachers and pupils see learning to learn in their schoolday. Also does learning to learn have any problems in practise or there could be a study about the wide-ranging know-how skills (laaja-alainen osaaminen) in school teaching.
  • Ojamäki, Aurora (Helsingfors universitet, 2017)
    In the last few years, no extensive research has been done on schools' morning assembly practices. The last larger study was done in 1989. Since then, the Finnish school legislation and the Finnish National Curriculum have both changed significantly. The Basic Education Decree obligates the Finnish schools to have morning assemblies as a part of every school day. It states: "A day's work must be started with a brief morning assembly." This study had two main goals. The first goal of this study was to gather specific and intensive information on three schools' morning assembly practices. The tradition in Finland is to have both shared morning assemblies where the whole school gathers together, and each class' own morning assemblies. This study focuses on both types of morning assemblies. The second goal was to examine what the teachers of these three schools found to be the main purpose of morning assemblies, how meaningful they found morning assemblies, and what they thought about religious morning assemblies. This study was conducted in two phases. The first phase was conducted in two schools ("school 1" and "school 2") in November-December 2015 using questionnaires to examine the morning assembly practices. In the second phase of this study, in October 2016, the material was gathered from "school 3" also using questionnaires. Two teachers were interviewed from each school; six teachers in total. The respondents to the questionnaires were teachers and classroom assistants. A mixed methods –strategy was used to analyse the results of this study. The material gathered by questionnaires was organized in Microsoft Excel; percentages were used to express the results. The interview material was analysed using thematic analysis. According to the results, in all three schools it was usually the teacher who organized the class' own morning assemblies. In "school 1" morning assemblies were usually held in the class room every day. In "school 2" only 66,7% of respondents answered that they had morning assemblies every day in the classroom, and in "school 3", only 60 % of the respondents answered that they held morning assemblies every day. According to the respondents, shared morning assemblies were held at least once a month in "school 1". In "school 2", shared morning assemblies were not held as often. In "school 3", shared morning assemblies were held multiple times in a month, but some of them were held via the tannoy. In all the schools the Evangelical Lutheran Church had a significant role in the shared morning assemblies; more so in schools 1 and 2. The teachers found the class' own morning assemblies to have a lot of social importance. According to the teachers, both them and especially their pupils liked to share things about their lives during the morning assemblies. The teachers also stated that morning assemblies were especially important for pupils with special needs; they need a lot of structure in their schooldays, and that is what morning assemblies can provide. According to the interviewed teachers, the shared morning assemblies helped to create a sense of community in the schools. Most interviewees had positive or neutral reactions towards religious morning assemblies, although some teachers were worried about the pupils who don't participate in the religious morning assemblies; the interviewees thought that those pupils miss out on the sense of community. The religious morning assemblies were also thought to be too difficult to understand for the pupils. Most of the interviewees were somewhat open to the idea of other religions' (than the Evangelical Lutheran Church) representatives to hold morning assemblies, but none of the interviewees had themselves considered that option before the interview.
  • Kiukkonen, Teo (Helsingin yliopisto, 2019)
    Aims The aim of this study is to examine how technology is utilized in music teaching on a primary school level. Basic education curriculum 2014 emphasizes the use of information and communication technology in teaching and learning. Utilizing technology in teaching has become more common in primary schools which makes this study is very topical. I aim to support my study with the theories of blended learning and constructivism as a learning process. As technology becomes more common it offers many new ways to teach music, but does the present day teachers has the means and knowledge to really utilize the possibilities this technology may offer in teaching? Methods In this qualitative study my method of study was theory based content analysis, in which interviewing eight primary school teachers from Helsinki provided the data of the study. Five of the interviewees were class teachers and three were a subject teacher in music. The data was supported by the theories of blended learning and constructivism as a learning process. The data was also compared to the basic education curriculum 2014 on the subject of music missions, goals and contents in the grades 3–6. In this study comparing the data from the interviews to the base theories concluded the results. Results and conclusions The results of this study showed that utilizing technology in teaching music has offered the teachers a new kind of way to teach music in primary schools. This teaching method has provided positive learning experiences for the students and also for the teachers. It has also motivated the students to learn music. Schools resources, teachers own knowledge, lack of study material and training on the subject affect on how technology is ultimately utilized in teaching.