Browsing by Subject "tutkimuksellinen oppiminen"

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  • Eloranta, Varpu; Jeronen, Eila; Palmberg, Irmeli (PS-kustannus, 2005)
    Opetus 2000
    Kirja käsittelee biologian opetusta, opiskelua ja oppimista. Sen tarkoituksena on tukea käytännön työtä ja auttaa muodostamaan laaja-alainen näkemys biologian roolista, tarkoituksesta ja mahdollisuuksista yleissivistävänä oppiaineena. Kirja tarjoaa näkökulmia myös siihen, miten oppijoiden persoonallista kasvua voidaan tukea biologian opetuksessa. Kirja käsittelee käytännön esimerkein mm. peruskoulun ja lukion opetussuunnitelmia sekä opetuksen suunnittelemista vuositasolta tuntisuunnitelmiin, opetusmuotoja ja työtapoja, oppilaiden eriyttämistä ja resurssien valintaa. Soveltuu oppilaitoksiin peruskoulusta lukioihin ja opettajankoulutukseen sekä ympäristökasvatuksen tukimateriaaliksi.
  • Paananen, Matilda (Helsingin yliopisto, 2021)
    With the growing popularity of video games, it has been considered how interest and motivation to study science could be increased through games. However, more research is needed on the benefits of learning games to support teaching, especially in grades 1-6. Observation of species and familiarization with their habitats, as well as inquiry-based learning, are essential in science education, but the research is still lacking on learning games on the subject. Information is also needed about game engagement and attitudes toward games, as they have been found to have a connection to learning. The purpose of this study was to examine students’ engagement, learning, and attitudes toward game content in a learning game about ants, their ecology, and research. The aim was to provide information on the use of a learning game using an inquiry-based approach in the context of science education. This mixed methods research used both quantitative and qualitative methods. The study design was a quasi-experimental intervention study. The data were collected through a questionnaire involving 38 fifth graders. The students responded to a pre- and post-questionnaire on learning, engagement, and attitudes, between which an intervention was conducted by playing the Anter learning game. Qualitative data on ant structure (drawings) as well as ecology and research (open-ended questions) were categorized and quantified, after which qualitative and quantitative data were analysed using statistical tests. In addition, thematic design was used in the analysis of qualitative data to investigate research problems. According to the results, the learning game statistically significantly promoted the learning of ant characteristics, ecology, and research. Based on the responses, the engagement to the Anter game was at a fairly high level, although it did not reach the same level of engagement when compared to the students’ favourite games. Engagement in playing a learning game correlates statistically significantly with attitude dimensions, such as interest in ants and their research. Fear of ants is negatively correlated with interest in ants and their research. Girls and boys achieved similar results in learning, but boys were more interested in ants and their research than girls. The fear of ants was stronger in girls than in boys. The results show that a learning game appropriate to their context can bring a useful addition to the teaching of science education, as the game allows students to learn even challenging details, knowledge, and research skills independently.
  • Nordström, Tuija (Helsingfors universitet, 2016)
    Introduction. The purpose of this research was to describe and understand third grade pupils learn in field education by inquiry-based learning. Field work and outdoor learning are an essential part of environmental education and inquiry-based learning is just typical for the natural sciences. This thesis based on open inquiry-based learning 5E- operations model. The part of this 5E-models are engage, explore, explain, elaborate and evaluate. I was participate in Helsinki university department of teacher education Lumo centre organizer Luma messenger operation. Lumo centre of the University of Helsinki has been supporting inspiring high-quality formal and non-formal education in natural sciences and maths. The participants, five third degree pupils were followed up under their working in field work in seashore. Methodology. The data of the study had been collected by videotaping the pupils during the field work on the seashore in April 2015. Some day after that field work I did stimulated recall interview. The research is qualitative by nature and can be characterized as a qualitative design-based research. The case study centers on five pupils learning during field education. The data was analysed using content analysis. Results and conclusions. The main result of the study is that during the field education pupils were motivated and they do research. Teachers support for pupils varied during this inquiry based learning. Pupils work enthusiastic during field work with others and with teachers. Pupils particularly discuss from topic and they observe, do measurement and enter/write on the research results. During the field work pupils were guided structured research form. There was found all characteristics from 5E- operations model from pupils field work besides assessment. During stimulated recall –interview pupils also assessment their own action and their group action in seashore.