Browsing by Subject "muuttumaton ajattelutapa"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Sipiläinen, Toni (Helsingin yliopisto, 2018)
    The aim of this study was to examine first grade student’s mindsets about learning and how these mindsets are to be seen in the classroom context. Main research question were: 1. What kind of mindsets related to learning did there emerge? And 2. Was the any differences or connection to the pre tested mindset. This stydy is based on the mindset theory by Dweck (2000), in witch is studied growth mindset and fixed mindset and their affect to person’s behaviour. The theory presumes that growth mindset leads to thinking where human qualities are malleable. Whereas fixed mindset is thought to lead thinking where human qualities and skills are set. In this qualitative case study the aim was to study to student with different mindsets and their behaviour in the classroom. The data of this study included observations, videotaping and stimulated recall interviews. The analyse of the data was done theory based, based on Dweck`s (2000) mindset theory. In the stydy the mindset pre-test is also used. The results suggest that student’s pre tested mindsets influence to the situation and behaviour that is seen in the classroom. In the behaviour of the pre tested student with clearer growth mindset it was seen more growth mindset situations and in the behaviour of with the pre tested fixed mindset sudent, it was seen more situation with fixed mindset interpretation. Student own interpretations from the situations levelled out the difference between students and their mindset behaviour. In both student it was seen both fixed mindset behaviour and growth mindset behaviour. To make more precise conclusions it would need more boarder study and longer observation period and more interviews with the same student.
  • Nissinen, Venla (Helsingin yliopisto, 2021)
    The framework for this study comes from Carol Dweck’s (2000, 2006) theory of mindsets. Dweck has categorized mindsets between two categories: the growth mindset and the fixed mindset. A person with a fixed mindset believes these qualities are stable whereas a person with a growth mindset believes human qualities such as intelligence, skills and personality are malleable. There have been a lot of studies about mindsets, but most of the research examines the mindsets of adolescents and adults. Instead, there has been less research regarding children’s mindset and effect on them through education. This is a case study from the third grade of primary school. The data of this study was collected as a part of the Copernicus research project led by Kirsi Tirri, based on the growth mindset pedagogy. The data consisted of learning diaries completed by the third grade pupils during the teaching period called “I can learn!”. The aim of this study was to find out what things pupils mention as challenging, what kind of mistakes and failures remain in pupils’ minds. In addition, pupils were asked to describe what strategies they use when facing a challenging learning situation and how “I can learn!” -teaching period influenced earlier strategies described. The analysis was done using an inductive content analysis. The results of this study showed that challenges and mistakes mentioned by the pupils were mainly related to exercise and school subjects. In light of the results, it can be concluded that the teaching period was able to influence pupils’ thinking and attitudes towards challenges and failures. The strategies mentioned by the pupils for challenging situations increased and positive, self-talk began to appear in pupils’ responses at the end of the teaching period. We can identify increase in pupils’ growth mindset thinking as a result of I can learn! -teaching period.
  • Tuominen, Moona (Helsingin yliopisto, 2017)
    The framework for this study comes from Carol Dweck's (2000, 2006) findings of two different mindsets: growth mindset and fixed mindset. A person with a growth mindset believes human qualities are malleable and a person with a fixed mindset believes skills and intelligence are set. Although there have been lots of studies about mindsets, most of them are quantitative. The aim of this study is to examine how mindsets are presented in teacher's pedagogical thinking and which mindsets actualize in teaching practices in a first grade classroom. This qualitative case study examined a first grade teacher's, Anne's, mindsets in Helsinki University Viikki Normal School. The teacher was selected based on a mindset survey. The data of this study included a preliminary interview, observation, and videotaping and stimulated recall interviews. The analysis was done using a deductive content analysis. The results suggest that Anne's mindset related to learning in her pedagogical thinking was towards a growth mindset but had features of a fixed mindset. In her pedagogical thinking, a growth mindset appeared as seeing contextual factors as main predictors in students learning and recognizing and supporting students as individuals. A fixed mindset appeared in Anne's pedagogical thinking as seeing students' temperament as one predictor in students' learning. Anne's teaching practices emphasized a growth mindset, but had also features of a fixed and a neutral mindset. A growth mindset became apparent in mastery-oriented atmosphere, fostering learning goals and praising processes. A fixed mindset was present in teaching by avoiding failures and highlighting success. A neutral mindset was identified as non-verbal praising in Anne's teaching practices. As the results propose, Anne's mindset varied between situations. This implicates the need of more precise studies of mindsets and their actualization in authentic environments. Only qualitative research will provide the opportunity to deeply understand how mindsets vary between situations and what is the impact on teaching, studying and learning in the classroom.