Browsing by Subject "kotitalousopetus"

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  • Hietanen, Lea (Helsingfors universitet, 2016)
    Aims. The main objective of this research was to find out what kind of factors are related to agency of young people in parental home context. This research explored assets from householdings perspective in everyday living. Continuous changes in the internal everyday householding and external operational environments challenges agency of young people. Young people also facing the chancing and growing expectations and demands. The research motive from the household teacher's perspective was to find out what kind of viewpoints can be found from everyday householding that can be use for recognizing and strengthening the relationship between the agency of young people and householding. Theoretical viewpoints for this research were attaches to dynamics of family members home been and work, the modalities of agency and positive psychology research. Research questions were: 1. Which agency building factors are resulting from home constructing activity? 2. What kind of tensions and conclusions can be found from householding activities? 3. What the young person has learned in householding classes and how this is present in householding activities? Methods. The research was carried out as a qualitative research. Research material was gathered from stories received by email. The material consisted of written stories about young people's participation in everyday living. These stories were written by parents who have or have had upper comprehensive school aged children living in their home. Ten stories were received. Results and conclusions. Relationship between object and subject of home constructing activity were seen as building factors for agency. Tensions and strenghts between young and parent were seen to be resolution from young peoples participation in home. Tensions and conclusions were themed by (1) changes in home operation model, (2) parents attitude and role, (3) youngs attitude and role and (4) things guiding individuality and object. External communities, specially youngs relationships with peers and household teaching were seen to support young agency in home. Teaching the meanings to every day living aroust from the research material. Parents described this as discussion and interaction with the young and it was seen as important factor for building agency.
  • Juurikkala, Katariina (Helsingin yliopisto, 2015)
    Aims. The purpose of this study is to explore, interpret and describe Ghanaian home economics education. The data for the study were collected during my university exchange in Ghana in the spring 2014. The theoretical background focuses on learning and teaching and cultural relatedness in those two phenomena. It also sets Ghana in the context of Sub-Saharan Africa with the focus on Ghanaian education. This study describes the contents and the implementations of home economics education through a cultural perspective. Methods. The data were collected using three different methods. It consists of interviews of three local home economics teachers and a learning assignment for 22 pupils which was implemented in a home economics class. Also, the data were produced by observing home economics classes in two different junior high schools for six weeks. The data were analyzed with qualitative content analysis. Results and conclusions. According to the study, home economics appeared as a subject that increases well-being. From the teachers' point of view home economics has far-reaching impacts for pupils' futures. The teachers had an urge to make pupils learn. The role of a teacher was significant in the classes and the interaction between pupils and teacher quite one-sided. The inadequate resources for teaching made it difficult to teach with diverse teaching methods. The results of the learning assignment reflected the contents and the implementations of home economics education. The answers were many-sided but less creative. Culture was strongly present in everything. The study does not qualify for broad generalizations about Ghanaian home economics education. However, culture and its impacts on teaching and learning are important to take into consideration in every educational context.
  • Virtanen, Hanna (Helsingfors universitet, 2016)
    The objective of this study is to find out what teenagers consider consumership. The aim is to examine what kind of consumership is related to their everyday-life with different kind of methods. On addition teachers of home economics were interviewed about their teaching of consumer studies. Prior studies have indicated that consumership is a way to stand out and to build identity for oneself. Consumership as a part of societal behaviour coincided with the emergence of youth culture in the 1950s. This lead to the development of youth subcultures and the culture of differentiation with consumer behaviour. Prior studies have pointed out that adolescents, teens and young adults consume in different ways and they represent different consumer profiles. This study can give information on how to conduct consumer studies in the future. A combination of methods was used in data collection. The methods used include the method of empathy-based stories (MES) and collecting pictures of consumption from the pupils, and interviews from their teachers of home economics. The combination of these methods is known as triangulation, and it is used as a way to strengthen the hypothesis. The data is collected from 2 middle schools and 161 pupils. The teacher interview was conducted in a half-structured manner, and the interview situation was conducted in pairs. The analysis of data was conducted with the types of data differences in mind. The results of the data analysis implicated differences in youth consumer behaviour. For example consumer behaviour varied notably between genders. The views that the pupils had of their own consumership were very narrow, as they viewed consumership only as consumption of goods. Some pupils also understood the connection of consumption of goods and the environment.
  • Hämäläinen, Marjut (Helsingin yliopisto, 2018)
    Objectives. The aim of this study was to find out how the gender equality actualizes in home economics classroom and in the teaching which happens in there. The approach of the study was to consider the gender in diverse ways, not only as dichotomic to men and women. The objective of this study is to provide information and knowledge to home economics teachers on the work field and in the studies. The public debate about gender equality has been lively in Finland for the past decade. In comprehensive school it became mandatory for every school to provide their own equality-program from the beginning of the year 2017. Methods. The data was collected in one upper primary school in the capital area during the beginning of the year 2018. The method to collect the data was observation. The researcher participated physically the observed lessons, and made notes along them. No technical recording equipments were used. To focus the observations the researcher made observation tables to form different part of the lessons. The collected data was analyzed by using the narrative analyzing method. Results and conclusions. For the most part, it was observed that the participants were treated equally. The teacher’s and the pupils’ behavior was seen equal to each other. The classroom and the environment in there was perceived also equal. Although the teaching and learning in the home economics classroom was seen from the results to promote equality, it could also be observed that at times the impact of certain societal norms affected behaviour in the classroom . When the students were divided into groups or pairs, most of the time the groups formed consisted of people of the same gender.
  • Kivinen, Erkki; Laitakari, Erkki (Suomen metsätieteellinen seura, 1958)
  • Leino, Kaisa (Helsingin yliopisto, 2018)
    The purpose of this study was to examine how Home Economics as a school subject is arranged in grades 1-6 in mainland Finland and how distribution of lesson hours and curriculum varied between schools. Also, teachers qualification requirements and teaching facilities at schools were examined. The aim of the study was collect all the national information in one place, analyze the data and present the current state of Home Economics in grades 1-6. This was a descriptive and a quantitative study where quantative and qualitative methods were used. The research data was collected with a survey cooperated with Finnish national agency for education. The scope of this study was all schools in mainland Finland where grades 1-6 were taught (N=2004). Statistical analysis with SPSS-program, content analysis and quantification were used to analyze the collected data. The results show, that the schools that responded to the survey offered Home Economics in grades 1-6 only marginally. Only 8,6 % of schools that taught grades 1-6 and 10,9% of schools that taught grades 1-9 had Home Economics studies for grades 1-6. The biggest obstacles for not offering Home Economics were the lack of teaching facilities, resources and the fact that the local education authorities didn't hold mandatory to have Home Economics for local curriculum. In addition, the results show that the lack of a teacher eligibility in the subject was an obstacle even if the qualification requirements criteria were met. Home Economics in schools with grades 1-6 were mostly taught by class teachers and schools where grades were between 1-9 by subject teachers. If the classroom for Home Economics was unavailable, Home Economics teaching was organized in more diverse learning environments in the respondent schools with grades 1-6 than schools with grades 1-9. The results show that Home Economics for grades 1-6 has not yet gained a strong foothold in mainland Finland. This study is important for the society because it serves Degree Programme in Home Economics Teacher Education, teachers continuing education and evaluation and development of curriculum for basic education.
  • Korpimäki, Henna-Riikka (Helsingin yliopisto, 2018)
    Home economics is a school subject where interaction is emphasized. The subject also emphasizes interaction between students. According to previous studies, the interaction between teacher and student has significant effects on learning, motivation and school engagement. This study investigated home economics teachers’ conceptions of the interaction between the teacher and their pupils. In addition, the study identified interactive situations and the contributing factors. The study also focused on the importance of the physical classroom, and how it affects the teacher-student interaction. This study was carried out as a phenomenographic study. Data were collected by interviewing six home economics teachers. All teachers were women and they were 26 to 55 years old. They had worked as home economics teachers for two to thirty years. Semi-structured theme interviewing method was used when carrying out the interviews. Data analysis is based on phenomenographic approach. The interaction between the teacher and the student was understood as a two-way encounter between two individuals. Teachers felt that both the teacher and the student have an important role in interaction. The teachers had also a role of an adult in the classroom. According to teachers' views, the role of students in interaction was emphasized in making initiatives and how teachers’ attention was received. Interaction situations occurred both during teaching and elsewhere in school. The classroom was seen to affect the interaction between the teacher and the student. According to the teachers, it was important to keep an eye contact with each student. When teachers chose their favorite place in the classroom, it was a spot where they were close to their students. In those moments, the teachers felt that they could create interactive relationships. The interaction between the teacher and the student makes teachers’ work meaningful. It is also the reason, why teachers like to work in schools. Teacher education ought to develop teacher students’ abilities to face different students. In addition, decisions both at school district and national level, such as the size of teaching group, have implications for the teacher's resources to create meaningful interaction.
  • Aula, Olga (Helsingin yliopisto, 2017)
    Objectives. This study was inspired by the lack of environmentally sustainable food habits in Home Economics Teacher education even though sustainable development and growing to responsibility are an important part of home economics teaching in schools. Also results of previous studies support this notice. The objective of this study was to provide research results for Home Economics Teacher education about improvement needs in curricula development. This study investigates how home economics teacher students perceive environmentally responsible food habits as part of their daily life, home economics teaching of schools and Home Economics Teacher education. Methods. This was a quantitative study and the research data was gathered with a web questionnaire. Home economics teacher students formed the universe of this study and the sample was formed by home economics teacher students from Helsinki University and University of Eastern Finland (n = 79). The sample represented the universe quite well according to sex, starting year of studies and major subject, but not very well according to university due to underrepresentation of students from University of Eastern Finland in the sample. Statistical analysis and content analysis were used to analyse the data. Results and conclusions. The results show that home economics teacher students practiced some environmentally responsible food habits more than others. Teaching environmentally responsible food habits were considered rather important however environmental responsibility was not as strongly present in choices of food materials in home economics teaching preferences. In daily life practiced food habits of home economics teacher students were rather parallel to the food habits considered important in home economics teaching. The results also show that according to home economics teacher students environmentally responsible food habits should be taught more in Home Economics Teacher education. The results reflect that environmentally responsible food habits should be taught more and from wider perspective in Home Economics Teacher education and in extension studies. The results are mainly consistent with the results of previous studies.
  • Kortetjärvi, Tiina (Helsingfors universitet, 2015)
    In the change of society also the education and teacher's profession are in change. During the last years teacher's profession and teacher's professional identity have become a focus of interest. The aim of this study was to examine the teacher identity of home economics teachers and the development of it during the education. The theme for research was approached through teacher practices of home economics teacher education. Research questions are: how does the teacher identity of home economics teacher student develop during the teacher practices and what kind of paths of teacher identity development do the home economics teacher students follow. In the theoretical frame the change of teacher's profession and the models of identity, professional identity and teacher identity are discussed. Also the role of teacher education as a developer of the teacher identity of home economics teacher students is deliberated. This study was conducted as qualitative research and the data were portfolios of four different teaching practices of home economics teacher students. The data were analysed with the qualitative content analysis. The analysing frame was based on social learning theory of Wenger (1999). In the classification of the data data-based approach was also utilized. The results were illustrated in two models. The first model describes how the teacher identity of home economics teacher student develops during teacher practices as an on-going learning-styled process through the reflection of four fields – professionalism, effect of personality, learning communities and experiencing the meaning of the profession. The other model describes how the paths of development of teacher identity of home economics teacher students follow different ways. The results of this study can be utilized in home economics teacher education for supporting the students in construction of teacher identity.
  • Rydberg, Irene (Helsingin yliopisto, 2021)
    The Master´s Thesis examines home economics teachers´ experiences of home economics education during the exceptional circumstances caused by the coronavirus pandemic (COVID-19) in spring 2020. The topic is important as the coronavirus pandemic continues, affecting and will affect home economics education. Previous research has shown that home economics is a civic subject that is constantly evolving as the world changes. Previous studies have also found that the management of competencies (such as consumer skills, cooking and home sanitation) included in the home economics subject supports people’s well-being in everyday life. The Thesis analyzes how home economics teachers experience the changes brought about by exceptional circumstances in their work when they switched to distance learning in schools. The material of the Thesis is part of the “Towards more sustainable home economics education 2020” survey, which was collected during the pandemic. The qualitative material consists of the answers of 99 home economics teachers to a two-part open-ended question: "Explain how your teaching changed in a state of exceptional circumstances caused by the coronavirus. Describe how the collaboration with students and their guardians has gone." Coding and thematic design were used in the analysis of the material. According to the home economics teachers who responded to the survey, challenges were posed by, for example, practicing the use of digital tools, inventing new teaching tasks, taking into account different family situations, and the fact that some students had difficulty getting in touch. Home economics teachers though welcomed, for example, the development of digital skills, student assessment and co-operation with students´ guardians. Home economics teachers experienced an increase in workload and working hours during exceptional circumstances, which had a detrimental effect on home economics teachers' resilience at work. The conclusion of the Thesis is that the resilience of home economics teachers must be supported, for example, by providing clear municipality- and school-specific instructions for the implementation of home economics education.
  • Jäntti, Aura (Helsingfors universitet, 2017)
    Objectives. The aim of this study is to clarify experience or knowledge of the teachers of home economics on how, in practice, learning environment for the person with celiac disease should be organized during the lessons and what kind of challenges and possibilities in regards with the gluten-free diet will be faced. The objective is to clarify how the realization of gluten-free diet is being seen in the home economics teacher's work; what kind of planning and special attention it will require. The theoretical framework consists of discussing both the coeliac disease and the realization of gluten-free diet in everyday life of an adolescent person, in home economics teaching and in the entire school environment. Methods. This study was carried out as a qualitative study. Data were collected by interviewing seven home economics teachers. Semistructured theme interview method was used when carrying out the interviews. The data gathered in the interviews was thematically analyzed using qualitative content analysis. Ten themes emerged as answers to the research questions. Results and conclusions: In this study, many situations were found in which the celiac disease is apparent in home economics classrooms. Practical assignments of a coeliac pupil were mainly smooth, s/he was normally working in a group, but also sometimes on his/her own. There was a separate storage for non-gluten raw materials, to prevent cross contamination and a regular cleaning was used. Coeliac disease was seen mostly in social events: coeliac pupil was not invited into a group. S/he did not always want to emphasize the condition. The importance of group work and the ability to co-operate is being highlighted and there is a need for a coeliac pupil to have equal opportunity to work in groups. The importance of applying recipes was highlighted in the answers, it was specifically noted that a person with celiac disease should get tips for his/her own everyday life. The realization of gluten-free diet was seen in the teachers work especially while planning the classes and while ordering of the raw materials, but not, nearly at all, in the school's budget. Common understanding was that it is easy to find information on coeliac disease, but some of the teachers have twisted or distorted information which would lead to a situation where the importance of the special diet is not completely understood. The co-operation and school's support are very important for the coealic pupil.
  • Kiuru, Heidi (Helsingin yliopisto, 2019)
    Research on the environmental impacts of food supply chain has increased interest about food waste. Food waste means wasted food which could have been prevented. Food waste has been researched as part of sustainable food consumption. From perspective of home economics education phenomenon has been researched as part of sustainable food education but empirical research on food waste education has scarcely conducted. This thesis examines home economics teachers’ experiences about food waste and what kind of educational potential home economics as a school subject can provide from the perspective of food waste reduction. It has been seen as a problem that increasing knowledge about food waste does not help households to reduce food waste. The aim of this thesis is to study how home economics education can advance the development of food sense in context of food waste. This thesis was conducted with a qualitative research method by interviewing seven home economics teachers. Material was collected by theme interview. The main themes of the interview were experiences about food waste, activities to reduce the food waste and development of prerequisites to reduce food waste in home economics education. Interviews were conducted during December 2018 and January 2019. Experiences of home economics teachers about food waste and food waste education were analysed with qualitative content analysis. Home economics teachers aim to reduce food waste actively during lessons and outside of them. Food waste education was seen as natural part of cooking and eating practices. Food waste can be prevented by taking into account the opportunities of learning environment and home economics classroom resources. A better teacher and students’ interaction as well as guidance during cooking and eating environments enhance the development of food sense related to food waste reduction. Students’ prejudices towards expiration date or experiencing cleaning and recycling of empty food packages’ as unpleasant are challenging the food sense education.
  • Sinivirta, Maria (Helsingin yliopisto, 2019)
    Due to the new curriculum for basic education home economics as a school subject is expanded to lower grades and can now be taught in grades 1-6. Therefore, the home economics is now in one with the other artistic and practical subjects a school subject that can be studied through the basic education. The curriculum does not define the objectives and content of the home economics separately for lower grades. Yet the age and the level of development of the pupils has to be taken account of. The aim of this study was to examine the contents of instruction in home economics in grades 1-6. In addition, this research aims to review the contuum of home economics through basic education. The study has been based around two themes: the contents of instruction and future plans of the subject. The questions that the thesis seeks to address are 1. What kind of contents of instruction is implemented in grades 1-6? 2. What is the future outlook for home economics in grades 1-6? This was a qualitative study. The research data was ready-made. The research material in this study was a part of an internet-based questionnaire. The scope of the questionnaire was all schools in mainland Finland where grades 1-6 were taught. Material consisted of the open answers in the questionnaire. The data of this study was analyzed with content analysis. The results show, that the contents of instruction in home economics in grades 1-6 is well in line with the curriculum and the subject objectives. The results imply that interdisciplinary learning modules, the interrelationship between the practice and theory and the out-of-school learning environments are peculiar to home economics in grades 1–6. According to this study the majority of schools do not intend to increase nor develop lower grades home economics education during the next few years. However, the home economics instruction seems to remain the same and it will be taught in these schools in the grades 1-6 still in the future. The biggest obstacles for not increase or develop home economics in the lower grades were the lack of resources.
  • Myllyviita, Emilia (Helsingin yliopisto, 2020)
    The National Core Curriculum for Basic Education 2014 provides an opportunity to teach Home Economics as a part of optional studies in primary schools. The National Curriculum emphasizes transversal competence, integrated curriculum and phenomenon-based learning. Integrative instruction, and approaching other subjects in the context of everyday life is the core of Home Economics. Until the 2016 Home Economics was mainly only taught in secondary and high schools and the goals for the competence and subject matter for teaching Home Economics in primary school is still not set in the National Curriculum. Consequently, there are no comprehensive educational material for Home Economics at the primary school level. Seven Master’s theses are completed with the focus on Home Economics in primary schools in 1990’s and 2010’s. There has been a demand for bringing back and re-branding Home Economics in international research field and discussions. Bringing Home Economics to primary schools can be seen as a step towards developing it into a subject that supports students’ growth as a human being throughout their studies by teaching important life skills. The aim of this study is to make groundwork to facilitate the planning of local curriculums, in-service education and teaching materials. The research data were collected by conducting nine expert interviews. The interviewees were selected to give the widest possible frame for Home Economics with different backgrounds like experience in teaching, writing teaching materials, working in third sector related to the field and being part of making the National Core Curriculum. The interviews were recorded, transcribed and analyzed using qualitative content analysis. The results of this study show that Home Economics is perceived as relevant and meaningful subject due to comprehensive life skills it teaches. It is important to teach Home Economics also in primary schools because learning those skills is worthwhile for all ages. Teaching Home Economics should be based on a complex and rich interpretation of the subject and the aims set in the curriculum. That is the only way the significance and effectiveness of the subject can come to fruition. Attention should be paid to the versatility of teaching materials and to provision of adequate in-service education to those who teach Home Economics in primary schools in order to ensure that the objectives of the subject are met.
  • Ketolainen, Katja (Helsingin yliopisto, 2021)
    Previous studies show that secondary school students participate in school meals in varying degrees. School meals are an important part of students ’school day as they are present at school every day. School meals are part of food education on basic education. With school lunch, students gain energy for study and they can better focus on teaching and learning. However, in many cases, convenience store products attract students more than food served at school. Research objective: The aim of this qualitative case study is to find out what different factors emerge from the students' method of empathy in the texts in relation to school meals. The aim was to find the various reasons raised by the students, which are why they either stay at the school to eat school lunch or go to the convenience store instead. The research questions of the study are: 1. How do students justify staying in to eat school lunch? 2. In what ways do students justify not staying in school meals? Methods. 7th grade students from one unified school in southern Finland participated in the study (N = 127). Data collection was carried out using the empathy method. There were two frame stories, in one of which the student experienced a situation where he went to a convenience store instead of attending school lunch, and in the other he stayed at the school himself to eat despite going to the friends' shop. The material was analyzed by data-driven content analysis. Results and conclusions. The most common reasons for students to stay in school to eat were the food served, the cause-and-effect relationship related to school rules, the healthiness of food, and money. The reasons for going to the store were most often the food served, the friends, the products from the store and the content of the break. The main themes that emerged from the data were ‘Top-down rules and regulations’, ‘Youth-related issues’ and ‘Student-related issues’. In future the research result can be utilized in home economics education and in the development of school meals.
  • Purolinna, Ronja (Helsingin yliopisto, 2021)
    The study examines the subject didactic development reports produced as the final work of the course ’Teacher as a researcher’ which is part of home economics teacher’s pedagogical studies. These reports have not previously been analyzed as research data. The aim of the study was to find out what content areas and learning theories students use in their teaching experiments. The aim was also look at how the comprehensive learning goals, stated in the National curriculum are manifested in teaching experiments. Thus, this study examines the directions in which students are taking the subject-didactic development work. The scientific literature of the study relies on research-based teacher education and comprehensive learning goals as part of the National curriculum. The data includes 66 development reports prepared in 2013-2020. The reports were analyzed using qualitative content analysis. The learning theories applied in the teaching experiments were analyzed as based on the framework summarizing these theories. The emphasis on the various content areas of home economics was searched for on the teaching methods used and for on the topics selected. These contents were again further processed into a table format. The comprehensive approach (based on the curriculum) in the experiment was searched by using three-step criteria. One report per content area per year was evaluated for further examination. According to the study, the content area of ‘Food competence and food culture’ proved to be the most used. The content area of ‘Consumer and financial expertise’ proved to be the second most popular and the area ‘Living together’ the least utilized. Students reflected little influence on the choice of content areas, as teaching experiments were mainly conducted at the same time as teaching practice. Learning theories that emphasized interactive learning proved to be popular. Comprehensiveness was manifested primarily through fulfillment of comprehensive goals and the selection of thematic contents that support the formation of a broader understanding. The usefulness of the course ’Teacher as a researcher’ leans strongly in experimentation of new methods and the use of digital technology in teaching. Such skills have been proven necessary as the COVID-19 pandemic has changed teaching practices in schools.
  • Hietanen, Josefina (Helsingin yliopisto, 2020)
    Objectives. The purpose of this study is to build a picture of the ways difficulties in self-regulation can be observed among pupils in home economics classes. The research questions are: 1. How do difficulties in self-regulation appear in interaction within home economics classes, and 2. Which factors are connected to either well-functioning self-regulation or difficulties in self-regulation? Self-regulation can be defined as the control of one’s behaviour in order to align it with the demands of a environment. The successful self-regulation is one of the most important skills in any line of work or area of life in general. Self-regulation has been studied especially in special education and in early childhood education. However, these themes have not been studied thoroughly in the context of home economics classes or in basic school education. The learning process of self-regulation abilities is however entwined with the praxis-type activities of home education classes. Additionally, the educational goals of home economics classes include skills in interaction and cooperation, which require self-regulation. Methods. The data for this study was formed by observation of six home economics classes. All the classes were taught by the same teacher. The students were from all upper elementary grades (7th, 8th and 9th) with one class from each grade. The observations were written down and then selected for closer inspection by the relevance to research questions. The final amount of observed significant instances of interaction was approximately 280 pieces. Additionally, an observation diary was kept throughout the data collection phase. The data was analysed and thematized by the means of a qualitative content analysis. Results and conclusions. Several kinds of instances of both communal and individual difficulties in self-control can be seen in the data. In many instances, the difficulty was an individual way of reacting to a challenging situation. The instances in failure of self-regulation can be classified in the fight-or-flight or freezing. They manifested either outwardly or passively inwardly. A relevant factor in supporting self-regulation were the actions taken by the teacher. Knowledge and understanding of self-regulation abilities and the biological basis of behaviour should be enforced in the education of home economics teachers in order for them to better understand pupils with behavioural challenges