Browsing by Subject "lukiokoulutus"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Eronen, Elina (Helsingin yliopisto, 2015)
    This study examined the use of audiobooks as a support to high school studies. An inquiry was targeted to the special education teachers working in high schools. They were viewed to have an expertise both in high school studying and in special education. This study examined the familiarity of audiobooks produced by the special library Celia to the special education teachers. It also surveyed the teachers' views about special learners' possibilities to benefit from the use of audiobooks, the use in different subjects and in different study phases. The special education teachers were also asked, why the audiobooks are much more used in primary school than with the high school studies. The use of audiobooks has earlier been studied in Finland in primary school level. According to Kuismanen and Holopainen (2013) 95 % of students felt that the use of audiobooks benefited their studies. The students felt that they learned easier by listening and that they understood better. Students liked the opportunity to read by themselves, without the help of any others. Most of all audiobooks were used in history and in biology. (Kuismanen & Holopainen 2013, 23, 52.) In this study the research material was collected using a web-inquiry. It was answered by 33 special education teachers. The questionnaire included claims and multiple-choice questions. The answerers were also given opportunity to clarify or complete their answers or otherwise comment the subject in question. The research material was analyzed by using descriptive statistical methods. Almost all teachers were familiar with audiobooks produced by Celia. 90 % of those teachers, who were familiar with audiobooks, had recommended the use of the audiobooks to students. Beside visually impaired students, the use of audiobooks was considered beneficial to the students with dyslexia or with special language impairment. Audiobooks were considered useful especially when preparing to exams or to the matriculation examination. It was thought to lighten the burden of studying. When asked why audiobooks are less used in high schools than in primary schools, the special education teachers supposed mostly that the costs of audiobooks were a problem after other book expenses. On the other hand, they also thought that the reason was the ignorance of the audiobooks.
  • Ouakrim-Soivio, Najat; van den Berg, Marko (2018)
    Artikkeli perustuu vuonna 2017 useista lukioista kerättyyn, historian opiskeluun ja lähdekriittisten taitojen soveltamiseen liittyvään, aineistoon. Käytetyssä tutkimuslomakkeessa lukiolaisilta tiedusteltiin erilaisia, pääasiassa historian opiskeluun liittyviä, taustatietoja. Opiskelijoilta kysyttiin niin ikään, millaisia työtapoja historian tunneilla käytetään. Myös lukiolaisia opettavat opettajat vastasivat tunneilla käytettyjä työtapoja koskeviin kysymyksiin. Opiskelijoille annettiin tuottamistehtävä, jossa heidän piti annettujen lähteiden pohjalta esittää perusteltu arvio siitä, miksi Elvis Presley halusi tavata USA:n presidentti Nixonin vuonna 1970. Artikkelin tutkimuskysymykset liittyvät opiskelijoilta kysyttyjen taustatietojen ja historian tunneilla käytettyjen työtapojen sekä pisteytetyn avovastauksen välisten yhteyksien analysointiin. Lisäksi tutkimuksessa verrattiin opiskelijoiden ja heidän opettajiensa arvioita historian tunneilla käytetyistä työtavoista. Tutkimus osoitti, että eri lukioryhmien suoriutumisessa tuottamistehtävästä oli merkittäviä eroja. Tuottamistehtävän tuloksissa oli tilastollisesti melkein merkitseviä tai merkitseviä eroja opiskelijoiden sukupuolen ja kotikielen mukaan. Tutkimuksessa havaittiin myös, että lukiolaiset ja heidän opettajansa arvioivat historian tunneilla käytettyjä työtapoja eri tavoin.
  • Luomala, Hanna (Helsingin yliopisto, 2015)
    Aims This study aims to give upper secondary school students a possibility to participate in current discussion on updating curriculum and developing Finnish upper secondary school education and in this way bring illustrative information of important things from students' point of view. The aim is to compare student's views, political goals and current theories and perceive what kind of citizenship different educational discourses that work in the field of upper secondary school education aim to produce. The study aims to examine how different students define essential general education in the future and what kind of position they take towards the hegemonic norm of active competitive citizenship that is the goal of the official educational policy. Methods The data of this study consists of four focus group interviews in four upper secondary schools in the metropolitan area of Finland. The method of critical discourse analysis was applied in the analysis. Different discourses were perceived and then compared with the hegemonic official educational political discourse. Results and Conclusions By analyzing different educational discourses the goal of this study is to consider how to develop upper secondary school education to promote well-being and equality of the students in a way that pays attention to students' different backgrounds and needs. Discourses that are found in students' conversations are summarized into two opposite discourses on future's citizenship: competitive discourse and well-being discourse. This study aims to indicate that discourses rise from a realistic ground. It can be said that successful students can easily reach official political efficiency goals whereas students that are not so well-off need support to reach the normative goals. This study indicates that students' different needs should be taken into account and actively offer guidance to students so that they didn't need to take the responsibility for their future all alone. Recognizing students' different goals and plans would be useful when considering what kind of general education is essential concerning upper secondary school education and how to support different students' ability to build their identities, find their own way and support their well-being. Students' accounts also indicate that the skills needed in democratic citizenship should not be overshadowed by competitive and efficiency goals.