Browsing by Subject "sosiaalinen oppiminen"

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  • Almgren, Leena (Helsingin yliopisto, 2018)
    Aims. The usage of wild edible wild plants is trendy nowadays, affordable, healthy and ecological. This study focuses on how adult students during a course on wildedible plants of Helsingin työväenopisto experienced the course. The aim of the study is to collect information on what kind of expectations and learning experiences the participating students had. Methodology. This thesis is a case study. Empirical data were obtained by thematic interviews of the eight participants of the course. Additional data were collected by questionnaires which were handed out before and after the edible wild plants course. Results and conclusions. The edible wild plants course has a strong emphasis on co-operative, social and experiential learning, and it also provides the students with strong theoretical knowledge. The expectations and experiences of the course par-ticipants were partly similar to those of the course planner/researcher. The course participants had different kinds of learning objectives. Some of the course partici-pants took part with the aim to get new ideas for their daily cookery. Some of the participants wanted to learn how to recognise eatable plants in the wild. The learning objectives were fulfilled during the course. The use of edible wild plants in food preparation was regarded as a relatively easy and ecological way to diversify one’s diet. The participants’ understanding of their immediate surroundings improved and the interest in the use of ecological food increased. Ecosocial knowledge of course participants increased during the course. The course participants thought their friends and family how to use eatable plants. Some of the course participants want-ed to learn more about the subject after the course. Courses of wild edible plants are popular. The popularity of that type of courses are based partially on experiental learning in the woods.
  • Ristikangas, Marjo-Riitta (2006)
    Itseään johtava yksilö, pro gradu -tutkielmassa on syvennetty tarkastelemaan olemassa olevia itsensä johtamisen viitekehyksiä ja malleja sekä tutkittu empiirisellä aineistolla itsensä johtamisen mallin soveltuvuutta suomalaisessa kontekstissa. Tunteet, tahto ja motivaatio, uskomukset sekä ajattelu ja sen johtaminen ovat kaikki yksilöpsykologisia termejä, jotka vaikuttavat itsensä johtamisen käsitteen taustalla. Lisäksi tarkastelussa oleva käsite on liittyy läheisesti oppimiseen ja käyttäytymisen muutokseen. Itsensä johtamisen keskeisenä teoreetikkona on Charles Manz, joka on kolme vuosikymmentä kehittänyt itsensä johtamisen malleja amerikkalaisessa yliopistokentässä. Houghton ja Neck ovat Manzin työn seuraajina rakentaneet mallille myös mittarin, jossa kysymykset liittyvät itsensä johtamisen kannalta kolmeen rajattuun osa-alueeseen: käyttäytymispainotteisiin strategioihin, luontaisen palkitsemisen strategioihin sekä rakenteellisen ajattelun strategioihin. Tutkimusaineisto kerättiin kontrolloituna kyselynä ja postikyselynä työllistäviltä hiusalan yrittäjiltä (n=119). Aineisto analysoitiin hyödyntäen pääkomponenttianalyysiä, faktorianalyysiä ja rakenneyhtälömallinnusta. Tutkimuskysymykset painottuivat itsensä johtamisen mallin ja siitä rakennetun suomennetun itsensä johtamisen mittarin (SSLQ) analysointiin: (1) Miten luotettava on suomennettu itsensä johtamisen mittari(SSLQ)? (2) Miten empiirinen aineisto tukee itsensä johtamisen mallia? (3) Miten suomalaiset työllistävät hiusalan yrittäjät johtavat itseään? Mittarin reliabiliteettitarkastelussa verrattiin aineistoa uudistettun itsensä johtamisen mittarilla (RSLQ) tehtyihin luotettavuustesteihin. Suomen- ja englanninkielen semanttisista eroista huolimatta, suomennetun mittarin luotettavuustaso oli (0,53< a <0,85). Myös itsensä johtamisen malliin liittyvän rakenteen osalta validiteettitarkastelu tuki itsensä johtamisen kolmiportaista muotoa, joka käsittää käyttäytymiseen, luontaiseen palkitsemiseen sekä rakenteelliseen ajatteluun liittyvät näkökulmat. Lisäksi tutkimus selvitti itsensä johtamisen tasoa kohderyhmässä. Hiusalan yrittäjät käyttävät itsensä johtamisessa eniten menestyksellisen suorituksen mallintamista, tavoitteenasettamista ja sekä itsensä että työympäristön havainnointia. Vähiten he käyttävät itsensä palkitsemista ja konkreettisia muistuttamiskeinoja.
  • Nevalainen, Juho (Helsingin yliopisto, 2018)
    The aim of this Master's thesis is to describe and analyze the processes supporting learning new work tasks and to study employees wishes of how to support their learning. The research is located in the context of organizational change and studies the importance of social learning, communities of practice and legitimate peripheral participation in learning new work tasks. The communities of practice theory has been utilized to study learning of new work tasks in previous studies as well. The research is based on the assumption that more experienced colleagues and work practice will support learning new work tasks. For the study, 14 individuals were interviewed from three different units of a particular organization. All the interviewees had had to learn new work tasks during organizational change. In the data collection a theme interview was used with a semi-structured structure. The interviews were conducted as individual interviews. The analysis of the data was done using theoretically directed content analysis. The results of the research were classified into these key categories: help gained from a more experienced person, asking from a more experienced person, learning by working with a more experienced person and learner's own influence on learning. Also, the results showed that learning in guidance training and training programs organized by sales representatives had supported learning, along with learning through practice. Internet was also found to be a source of information for some. Employees hoped for more guidance training, especially targeted training was hoped for and both time and investment were desired for learning new work tasks. Working with a more experienced colleague and learning through practice support the underlying assumptions and theories used in this study. Based on the results of the research, organizations could benefit from employees working with a more experienced colleague and by arranging different kind of training programs.
  • Kokljuschkin, Natasha (Helsingin yliopisto, 2019)
    The thesis examined early childhood education teachers views on children`s social skills and on the support of developing these skills in the pre-primary education enviroment. I have reviewed the support of the development of social skills regarding the interaction environment and pedagogical working methods. In the theoretical part of the thesis, among other things I examined the issues of social skills and different forms of social skills from the point of view of the concept of social competence by Poikkeus (2011). My thesis was based on the Bandura's (1977) theory of social learning and the perspectives of several other researchers. I also examined the guiding role of the Pre-primary Curriculum (2014) in supporting the work of early childhood teachers. Little research on supporting social skills in ordinary pre-primary groups is available. The research method was of a qualitative nature and a semi-structured interview study was used as a research method. Seven early childhood teachers from different early childhood education units in the Helsinki metropolitan area participated in the study. The data analysis method was the theory-driven filling analysis. On the basis of the study, early childhood teachers are aware of what social skills mean and in what situations they are useful in pre-primary education. Social skills are required for all kinds of interactive situations and in play, pairing and teamwork. Social skills were considered to be an integral part of self-regulation and emotional skills. Conflict situations in buddy relationships appeared on a daily basis, and their emergence was aggravated by the developmental problems of social skills. Early childhood teachers supported solving conflict situations with children, discussing and collaborating in small groups, especially through drama. The importance of the early childhood teacher's own example was emphasized as a sensitive interaction. Methods for supporting children's social development were systematically used in one group. Instead, spontaneous everyday situations and a positive interaction between the adult and the child in cooperation with the rest of the team were considered to be the most significant.