Browsing by Subject "lahjakkuus"

Sort by: Order: Results:

Now showing items 1-6 of 6
  • Grönlund, Matti (Helsingfors universitet, 2016)
    The purpose of this study was to examine how students' in faculty of behavioural sciences understand and determine concept of giftedness, gifted student and teaching methods of gifted students. Research questions were (1) How do you understand and determine the concept of giftedness? (2) How do you recognize a gifted student? (3) How should the teaching of gifted students be differentiated and with what kind of methods? The first section of theory defined giftedness and what is giftedness and also teachers being determiners of giftedness. The second section of theory defined differentiation teaching in gifted students' point of view. The third section defined boundaries for teaching in elementary school. This study was a qualitative research completed with quantitative figures. The research material was gathered from students in faculty of behavioural sciences with a questionnaire. Materials were analyzed with theory-based content analyses. Similarities and differences was found between the research material and the research theory. As was assumed the was no inclusive concept of giftedness to be found based on this study. Also, the recognition of gifted student was found to be difficult and more or less the gifted seemed to be a student who was performing academically well. Problem solving, differentiation in lessons and extra assignments seemed to be the best methods of teaching to gifted students. The least effective was acceleration and quantitative augmentation of assignments.
  • Taipalus, Hanna (Helsingin yliopisto, 2021)
    The purpose of this study was to investigate talented children studying in a homeschool. The first research question describes home school parents’ definitions of talent. The second research question focuses on supporting a talented child in a homeschool. Previous research data shows that talent and homeschooling are related both as a reason for choosing a homeschool and as a high learning outcomes (Ray 2002, 2017) The research material was collected through a thematic interview. Home school parents (N=7) and their children (N=6) participated in the remote connected interview. Literated interviews were analyzed in the first research question by inductive content analysis and in the second research question by deductive content analysis question based on the catalysts of Gagnés (2004) Differentiated model of giftedness and talent. Talent was seen as differences in performance based on innate ability. Parents emphasized the importance of the environment and work alongside this perception. Talent was seen a little more multimodal than general. The talented child was defined by a high willingness to learn and various interests. The views are in line with previous research data and resembles Gagné’s (2004) definitions of the development of natural ability into talent by talent development process. Families saw homeschooling as a workable solution for educating a talented child. The parents emphasized the impact of the environment and individuality on learning. Homeschooling was seen as a motivating learning environment and supporting a child’s well-being. Parents felt it was important to appreciate the child’s talent and a lot of resources could be directed to support the child’s talent. The flexible timetable in homeschool increased free time or allowed the child to engage more intense hobbies. Homeschooling appears to be potential form of education form of education for a talented child but requires certain educational resources from the family.
  • Muhonen, Mari (Helsingfors universitet, 2015)
    Aims. All students, regardless of their capacity, should be offered impartial learning opportunities. Usually, it is well attended that each student will achieve learning goals. The gifted students are often unrecognized and ignored in school in everyday life. We must learn to recognize gifted students to provide them teaching that corresponds to their abilities. The reliable identification of giftedness is challenging. The mathematically gifted student brings both challenges and opportunities for teaching. There is a variety of differentiation methods to be used in teaching mathematics depending on pupils' needs and on the resources of the schools. The purpose of this study was to find out how the class teachers define mathematically gifted students, to find out the differentiation ways of teaching mathematics and to find out the class teachers' experiences of differentiation in mathematics. Methods. The study was a qualitative case study. The survey was conducted by interviewing the three class teachers, who had been selected for the research because of their interest of differentiation in mathematics. The direction based content analysis was used for the analysis of the research material. Results and conclusions. The teachers recognized the features of mathematical giftedness in their pupils. However, it was challenging for them to identify whether the students are really gifted or only a very successful at school work. The teachers used many ways to differentiate teaching of mathematics. Especially functional teaching was used as a mean to differentiate teaching. The teachers' experiences of differentiation in mathematics were very positive. The results of the study can be used by class teachers when they plan their differentiation in mathematics.
  • Hämäläinen, Liisi (Helsingfors universitet, 2014)
    The purpose of this study was to examine mathematically gifted students in a teacher's point of view. The students examined were on a second grade. Research questions were: 1. How does the teacher's define gifted students? 2. How should the mathematically gifted second graders education be differentiated? 3. What do the teachers think about the differentiation methods used? The differentiation methods that were used were strategy games and problem-solving tasks. The theory is about giftedness and especially mathematical giftedness. Three giftedness theories that help to describe the diversity of giftedness are introduced. The second theory chapter is about differentiation. The study is a qualitative research. There were four teachers participating. Each one got two differentiation methods to try. After the trial period the teachers were interviewed about the methods and giftedness. They were also interviewed about the differentiation methods that they may have used before the research. The interviews were transcribed and analyzed with content analyses. The answers were categorized based on the interview themes. The teachers defined that gifted student is someone who has specific skills in some areas. They also said that gifted student is fast and has the ability and desire to solve problems and find more information. Based on the information received from the research, teaching of mathematically gifted students should be differentiated by giving the appropriate level of activities. Methods tested during the trial period were found useful, but not in a context of differentiation. The teachers thought that the methods were helpful and all of the teacher told that they will use them again later.
  • Toivanen, Antti-Ville (Helsingin yliopisto, 2022)
    The aim of this study is to examine parents’ learning-related mindsets and parental praise in two different neighbourhoods. The framework for this study comes from Carol Dweck’s (1999, 2006) mindset theory which proposes that people hold different implicit beliefs about the malleability of human attributes, such as intelligence and giftedness. The characteristic of human nature is the capability to change and grow. A person with a growth mindset believes that qualities are malleable and can be developed over time, but having a fixed mindset, core qualities are perceived as built in and fixed by nature. This research context centres around the findings of increased social segregation and differentiation in education across families, and hence concern about educational equality. Mindsets develop in the environment where people grow up, most notably at school and home. Previous research has established that parents’ implicit beliefs about learning play an essential role in child’s development, and parental praise is a significant vehicle to support the implicit beliefs of children and improve learning. The data of this quantitative case study (N = 693) was collected with a questionnaire during the years 2016–2017 as part of a Copernicus research project. K-means clustering was used to form intelligence and giftedness mindset groups and differences between groups were analysed using Mann-Whitney U and Kruskal-Wallis -tests. Based on exploratory factor analysis, the different ways of parental praise were compared with Mann-Whitney U tests and linear regression analysis was utilized to identify how given feedback is related to parents’ mindsets. Cronbach alpha was used to evaluate the internal reliability of the sums of variables. The results indicated that there were significant differences between the mindsets that caregivers hold and groups of fixed, growth and mixed mindset were found. Intelligence is perceived as a more malleable trait than giftedness among parents. This study also revealed gender and socioeconomic differences in mindsets. Four ways of parental praise were discovered: neutral, process, person and luck praise. The parents were more likely to adopt neutral and process praise, but differences between schools were also found. Parents’ growth mindset indicates at least partially given process praise and luck praise is explained by fixed mindset. Findings suggest that parents might not know how to actualize their growth mindset in process-focused praise.
  • Lyytikäinen, Anto (Helsingfors universitet, 2016)
    Technological readiness and -educations has been widely studied in Finland and elsewhere world. Unlike other countries Finland has retained a traditional handicraft in curriculum instead of a technological subject. However technological education is given inside other subjects like math and physics and other natural sciences. Technological society needs competent workers as much as possible and primary school dropouts as few as possible. This thesis is trying to investigate technical abilities of pupils of the flexible basic education. The main Hypothesis is that there are students who has better abilities on average in a technical area. In other word presumption is that there are students in flexible basic education groups who could be underachiever in technological area. In the spring of 2016, 41 students from five flexible basic educational groups from Helsinki metropolitan area took part in this research. Students were 14–16 years old. The data was collected using three different tests which are measuring three dimensions of a technological competence; psychomotor skills, cognitive and affective areas. These three areas to construct a student's technological abilities. The data was analysed by using SPSS finding correlations, averages and differences between groups. In addition, results were compared with the larger data from others research. Results show that the flexible basic education groups fared slightly less well in cognitive and affective field that control groups. Results of the psychomotor skills were on average or a little beyond on average. The Individual level seven students got points over the average in all three tests. Results supports the idea of the technology based flexible basic educational group to students with special needs and students who have a motivation problems.