Browsing by Subject "siirtovaikutus"

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  • Keituri, Mari (Helsingin yliopisto, 2018)
    The purpose of the study was to investigate how experience in recreational crafts aids students in their work on a course for a new craft technique, i.e. basketry. The idea emerged from my own reflections as a basketry instructor. On the courses, some students work adeptly and produce skilful basketry despite being involved in basketry for the first time. The hypothesis was that previous involvement in recreational crafts yields a positive influence on learning a new craft technique. The study population included two groups enrolled at an adult education centre, one of which comprised craft enthusiasts participating on a basketry course taught by me. Eleven adult women enrolled in the course. The second group constituted the control group and was collected from among willing students participating in courses not related to crafts at the adult education centre. Ten adult women signed up for the control group, 9 of whom completed the entire course and one dropped out before the final basketry technique. The research question was: In what way is prior involvement in recreational crafts evident in learning a new skill? An answer to this question was sought by observing video recordings of the courses. To support the observations, the students were asked to fill in a questionnaire regarding their educational background and hobbies as well as their thoughts and opinions about basketry after the course. The material was analysed by means of content analysis, categorising the observations according to the main themes of skill learning, transfer of learning, and expertise. An extensive involvement in recreational crafts had a positive effect on learning basketry skills. The crafts enthusiasts who had experience and skills in several fields of handicrafts performed the best in all categories. The crafts enthusiasts with experience in a narrow field of crafts did not perform as well, with the exception of two young, highly educated participants. Out of the crafts novices, a few did well and exhibited a particular reflective ability and active learning. During the short course, those with previous experience in recreational crafts were no doubt aided by familiar practices, i.e. the context of crafts, resulting in a swift immersion in the work. The novices had a slower start, but the differences evened out towards the end. In conclusion, an extensive and in-depth experience in crafts is helpful in working with a new craft technique. On the other hand, adult students have accumulated a multitude of knowledge and skills over the course of their lives, which can be useful when facing new challenges, but such factors were difficult to visualise in the present study.
  • Uusitalo, Terhi (Helsingin yliopisto, 2017)
    It is disclosed in the curriculum that came in the effect autumn 2016 that schools are more than before obliged to teach emotion and interaction skills to the pupils. The aim has been to support the introduction of the curriculum with many different kinds of interventions that have an influence of individual's or group's behavior. The benefit of the intervention is not always equivalent to the goals defined. When viewing the previous study it looks like even the interventions have been discovered efficient, they don't necessarily bring the final results wanted in normal operational environments. In this study the aim is to get deeper understanding of how the skills of emotion and interaction interventions' are integrated outside the intervension classes. Concerning the changes of the current pedagogical context and the changes of the new curriculum the aim was to examine what are the requirements needed so that the knowledge of emotion and interaction intervensions are integrated as a part of pupils' and school's every day life. The study was made by interviewing six pupils and two teachers of a primary school in the southern Finland by using halfstructured theme interview. The aspect was systemic to pursue the wideness of the phenomenon. The material of the interviews was analysed with material based content analysis method by examining the material on the whole. The aspiration was to understand the culture and dynamics between different matters in the school environment. The results offer a general view of the things in the school environment and the interrelationships that have an influence on adapting emotion and interaction skills in practice. The results show how an adult appears to the pupils not only as an expert of the content but above all as a role model about the things learned. Also the existing group dynamics between the pupils, roles and status in the class appears to have a big role creating circumstances where either the learned skills merge away. Even the skills would be educated in separate classes the pupils will not necessarily be aware of the goal of the action which weakens the application of the skills. In addition of the transparency an important thing when studying the material seems to be bringing the learned skills as a systematic part of different actions during the school day. Often the efficiency of the interventions is only being examined by contents and procedures. The results of this study however show that this is not enough. Teacher's own action and the social relationships in the class creates circumstances that either supports or complicates the functionality of interventions. In order the intervension to reach its goals more efficiently one must first pinpoint possible conflicts in the existing culture in the class. The results of the study offer critical point of view for the study of intervensions and conseptual tools for improving interventions in school environment.