Browsing by Subject "opettajan opas"

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  • Työryhmä: Noha Abou Ramadan, Kaija-Leena Alatalo, Olga Bhebne, Satu Huttunen, Pia Jussila, Juha Järvinen, Vaula Kyyhkynen, Pia Lod, Raija Silfverberg (Espoon kaupunki, 2015)
  • Lindholm, Terhi (Helsingfors universitet, 2015)
    Geography is taught in lower elementary school as a part of environmental and natural sciences. Previous studies have shown that the study materials have a significant role in the way geography is taught. There has been very little integration of different disciplines in environmental and natural sciences. The new curriculum, coming to effect in 2016, emphasizes the significance of multidisciplinary approaches. The purpose of this study was to find out which subjects and cross-curricular themes are emphasized in the geography-related integration tips in environmental and natural sciences and whether these tips are, from the point of view of the teacher, information-based or action-supporting. The purpose of this study was also to discuss to what degree teachers have been able to apply the idea of integration during the current curriculum, with the aid of their current manuals. The study was done using a qualitative approach. The study used three different types of environmental and natural sciences books, which were obtained from their publishers. The subject material was defined and analyzed using a theory-based content analysis. Visual arts was the discipline most used in the integration tips of the teacher's guides. The Pisara series was the only one where integration tips related to mother tongue were more common than those based on visual arts. The majority of visual arts related integration tips had to do with action, and some of them contained very detailed instructions. Mother tongue related integration tips were also common, but there were significant differences between the books. The tips not related to any particular discipline contained several games and minor study projects. Of the cross-curricular themes, information and media skills were most apparent. The majority of integration tips for different disciplines were action-based. Only in relation to music were they mostly informative. Only the 'Koulun ympäristötieto' series contained information-based tips from outside the disciplines. So, teachers are provided with several tips for integration, but these tips are not very evenly distributed among the disciplines. Also, the teacher's guides did not contain any multidisciplinary integration. The current teacher's guides do not contain the multidisciplinary approaches presented in the new curriculum.
  • Alakoski, Riikka (Helsingfors universitet, 2015)
    Objectives. The aim of this study was to investigate primary school 2nd grade math teacher's guides as well as class teachers, for the learning support features in multiplication. The related research problems are following: How the teacher's guides for the mathematics support students of 2nd grade in learning of the multiplication? How the selected 2nd grade class teachers support the learning features in their multiplication lessons? Methods. This study is divided into two parts. The first part is a qualitative study of 2nd grade math teacher's guides, where three different book series (Matikka 2, Open Kymppi 2 and Tuhattaituri 2) were studied based on the theory-driven content analysis. The exercises from the book series were divided into several studied features: the steps of the arithmetic concept formation, understanding the calculation procedure with whole numbers, sequence skills, Bruner's learning theory and Fuson's language of mathematics. All the features were analyzed with Bereday's comparative analysis. The second part is a case study, where three independent 2nd grade class teachers were studied with the method of stimulated recall. All the teachers were monitored and videotaped during one multiplication lesson and interviewed afterwards about the teaching of multiplication in general and based on the videotaped lecture. The interviews were analyzed with thematic analysis. The results and conclusions. The math teacher's guide Matikka 2 emphasizes the connection between addition and multiplication as well as the learning period during the stage of concrete strategies. Sequence skills were supported the most in the Open Kymppi 2 guide, which had many exercises emphasizing mechanical repetition. On the other hand, the three stages of representation and mathematic languages were less supported in Open Kymppi 2 than in the other guides. The exercises in the Tuhattaituri 2 supported the learning features of the multiplication fairly evenly, although some of the exercises repeated themselves. Numbers 0 and 1 were less supported in Tuhattaituri 2 than in the other guides. All guides supported mental strategies, enactive stage of representation and mathematic languages quite poorly. In the second part of the study, during the multiplication lessons the teachers took well into account the stages of concrete strategies and automated concept formation. On the other hand, the stage of mental strategies did not show up in the results, only when asked separately. In addition, the use of the teacher's guides in the planning of the multiplication lessons was not significant for the studied teachers. Although the lessons supported the learning experience of multiplication quite versatilely, the studied teachers mentioned only some of the supported features in the learning of multiplication.
  • Hietikko, Päivi (Helsingfors universitet, 2017)
    A new curriculum for basic education was introduced in Finland in the autumn term of 2016. The new curriculum criteria are, for example, phenomenon-based learning and the use of a wide range of learning methods. Playful learning is an inspiring learning method and has made a number of studies in Finland in recent years. Course materials as a way of supporting playful learning have, however, been ignored in studies on playful learning. In this thesis I take a look at Kirjakuja 4 – A new teacher's guide, which is the teacher's guide for a series of textbooks in Finnish in the fourth class. In my research I use as an analytic tool the University of Lapland Let's play research group's latest research on playfulness. They suggest that playfulness can be seven aspects: embodiment, emotions, collaboration, narration, action, creativity and insight. I ask whether the guidelines in the teacher's guide include features of playfulness and what kind of means are suggested. I use both deductive and inductive content analysis as analytic tools. I have also used quantitative methods with some of my data. Kirjakuja 4 – The new teacher's guide materials contain many playful learning features. In fact, the guide includes all the features of playfulness. My data mainly contains examples of insight, creativity and collaboration. There are only a few examples of embodiment, emotions and narration. I found three mutually different groups of guidelines: movement, cooperation and creative thinking. The first group focused on body movements and activities, the second on communal and individual creativity and the third on activities demanding creativity or insight. The guide is clearly focused on playful learning and problem-solving abilities and skills to develop cooperation skills. These results are worrying because of the low number of emotional playful learning features. My results will provide input into the discussions on playful learning and for the use of educational materials and playfulness in teaching other subjects.
  • Naski, Janica (Helsingfors universitet, 2016)
    The goal of this thesis is to find out how the readymade exercises in the teachers mathematical guide supports the different phases of concept formation in the learning of multiplication. In mathematics, the concept formation consists of three phases; concrete strategies, mental strategies and the automated concept mastery. The teacher's guide that was analyzed in this thesis is Tuhattaituri 2a by Otava publishing. In addition to the analysis of the teacher's guide, the research was conducted through interviews of teachers that had the Tuhattaituri teacher's guide in use. The interviews were conducted in order to find out how the teachers make use of the teacher's guide in the teaching of multiplication and if they are possibly using other materials in addition to the teacher's guide. Five female class teachers from the Helsinki metropolitan area were interviewed for the research. They all had over 10 years of experience as class teachers. The interviews were conducted as themed interviews. The themes were: the uses of the teacher's guide in the teachers own teaching, the student's exercises in the book and the use of other material in teaching. The teacher's guide and the interviews were analyzed through theory based content analysis. The exercises in the teacher's guide were classified based on what part of the concept formation they support. The analysis frame of the interviews was formed based on the themes of the theme interviews. The research found out that Tuhattaituri teacher's guide has many exercises that support the formation of concrete strategies. Also exercises supporting the automated concept mastery could be found in small extent. There were no exercises supporting mental strategies in the teacher's guide. The ways the teachers made use of the teacher's guide varied. Some of the teachers used more digital materials that they had used to replace the exercises in the teacher's guide. All teachers used other materials in their teachings in addition to Tuhattaituri. Two of the teachers did not use Tuhattaituri in their own teaching almost at all because they felt that Tuhattaituri doesn't teach multiplication in a logical order.
  • Hosio, Anna (Helsingin yliopisto, 2019)
    The first two school years are important time in children’s development. On that time children develop their basic skills in learning and conceptions of themselves as learners. According to previous studies, experiential and functional teaching methods are the most natural way to learn for the 1st and 2nd graders, and they best support children’s holistic development. In this study, holistic development is divided into cognitive, physical, and socio-emotional aspects of child development. The National Core Curriculum for Basic Educations defines contents and goals for environmental studies. These goals are connected to supporting children’s holistic development. The purpose of this study is to examine how teacher’s guides in environmental studies take into account children’s holistic development through various teaching methods. The research questions are: 1. What kinds of teaching methods the teacher’s guides provide the 1st and the 2nd grade teachers with. 2 Do these methods take into account all aspects of children’s holistic development. This is a qualitative study implemented with theory-based content analysis. The data of this study consists of teacher’s guides for the 1st and the 2nd graders that follow the new core curriculum. One book series, Tutkimusmatka (2016) by publishing company Otava, was found in the market for study material, and is used as a basis for the analysis. The analysis of the teacher’s guides shows that five types of teaching advice meet the characteristics for active teaching to a varying degree. It also indicates that the less the teaching advice includes text book or classroom work, the more it meets the characteristics for experiential and functional teaching methods. This study is based on a very limited data and these results cannot be generalised. This study, however, brings new approaches to study teacher’s guides, the area that has not really been studied in education. The results of this study can be elaborated in future studies.
  • Pursiainen, Virve (Helsingfors universitet, 2017)
    The concept of participation has gained attention in the discussion involving children and young people during the last decade. Children's and adolescents' participation relates to human rights and legislation. In education science, participation has been researched and modeled from kindergarten to university pedagogy. Also, the new national core curriculum for basic education emphasizes participation in many ways. In this study, participation is considered both from the perspectives of teaching materials and pedagogical strategies. The purpose of this study was to determine in which ways the teacher's guides for 3rd grade environmental studies lead teachers to promote pupil participation. The conceptual framework of this study is based on the principles of so called participatory pedagogy. The research was conducted using qualitative methods. The research material consisted of three 3rd grade teacher's guides for environmental studies. The analysis was conducted as a theory-based content analysis. Main concepts guiding the analysis were multidisciplinary learning modules, active construction of knowledge, pupil's own voice, assessment, democracy skills, social perspective and agency. Instructions to promote student participation could be found from the teacher's guides analyzed in this study. The new curriculum emphasizes the involvement of pupils in the planning, implementing and assessing of their own learning, school work and learning environment. The teacher's guides had mostly instructions relating to the planning and implementation of teaching, whereas very little tips on the assessment were found. In the light of this study, the teacher's guides could be further developed to enhance pupil participation in all the three phases, as is the aim in the new curriculum and participatory pedagogy. This could mean replacing the instructions in teacher's guides that allow mere attending with the instructions that promote real pupil participation.