Browsing by Subject "toiminnanohjauksen tukeminen"

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  • Uronen, Anna (Helsingfors universitet, 2016)
    Objectives. The purpose of this study is to identify the factors that enhance or hinder meeting of the objectives, which are in this case learning in a classroom environment. In addition, we observe methods on how achieving abovementioned goals can be supported. These observations will hopefully lead to discovering a functional system for supporting students' learning. The study's theoretical section focuses on the theory of learning and executive functions. Previous studies have shown, that there is a correlation between executive functions and learning methods (e.g Gathercole, Pickering, Knight & Stegmann, 2004). Hence in this study there is an emphasis on supporting learning from an executive functions point of view. Methods. This study is a qualitative case study, with elements of action research. Action research is used through intervention, where the objective was to alter the students' actions more beneficial for learning. Data was acquired through observing and participation in the first grade primary school class. Participants consisted of 23 students and one teacher. The target of observation was the actions of these participants in the class room. Data was gathered over a span of three weeks a total of 52 hours. The material was analysed by using qualitative content analysis. Results and conclusions. The study showed that executive functions is closely tied to learning, as an enhancing and hindering factor. Guidance of the student's attention, active participating, self-direction, spontaneity, co-operation and peer support resulted in learning enhancement. The students' lack of concentration, unnecessary noise from students, inconsiderate behaviour, the lack of shifting, restlessness and students becoming passive hindered learning in the classroom. In addition, it was found that the teacher's choices of teaching methods and upbringing were important factors in promoting students' goal-oriented activity. The study shows that student executive functions, and thus learning can be influenced by the environment in which the student works in. The study's model of intervention can be applied to the teachers' practical work, either as such or, depending on the student's needs.