176 research outputs found
Luokanopettaja oppilaan minÀkuvan tukijana
TiivistelmĂ€. MinĂ€kuva on kĂ€sitteenĂ€ tĂ€rkeĂ€, koska se vaikuttaa ihmisen elĂ€mÀÀn moniulotteisesti. Tutkielman viitekehys kĂ€sittelee lapsen minĂ€kuvaa, sen kehitystĂ€ ja tukemista. MinĂ€kuvaan liittyvĂ€ kĂ€sitteistö on hyvin laaja, eikĂ€ sitĂ€ voi rajata ainoastaan minĂ€kuvan kĂ€sitteeseen. ViitekehyksessĂ€ kĂ€sitellÀÀn myös kĂ€sitettĂ€ minĂ€, jota minĂ€kuva, identiteetti ja itsetunto siivittĂ€vĂ€t. Rajasimme minĂ€kuvan kehityksen ja erityisesti sen tukemisen ikĂ€luokkiin 0â12.
Pro gradu -tutkielman aiheen valitsimme yhteisen kiinnostuksen pohjalta. Aihe on myös aina ajankohtainen. Yhdeksi perusopetuksen kasvatustavoitteeksi on Suomen perusopetuslain (628/1998, 4§) asetuksessa sÀÀdetty kehittÀÀ oppilaan myönteistÀ minÀkuvaa. Opetussuunnitelman perusteissa (Opetushallitus 2004) on mÀÀritelty perusopetuksen yhdeksi tavoitteeksi antaa oppilaalle mahdollisuus myönteisen minÀkuvan kehitykseen.
Pro gradu -tutkimuksemme tarkoituksena oli selvittÀÀ, miten luokanopettajat mÀÀrittelevÀt minÀkuvan kÀsitteen ja millaisia haasteita ja mahdollisuuksia he kokevat olevan oppilaan minÀkuvan tukemisessa. TÀrkeimpÀnÀ tavoitteena oli selvittÀÀ millaisia keinoja kahdella kajaanilaisella luokanopettajalla on tukea oppilaan minÀkuvaa.
Tutkimuksemme on luonteeltaan kvalitatiivinen tapaustutkimus ja tiedonhankinnan strategiana on kÀytetty fenomenografiaa. Aineisto on hankittu puolistrukturoidun teemahaastattelun, videoinnin sekÀ havainnoinnin avulla. Aineisto kerÀttiin tammikuun 2013 aikana ja tutkittavina oli kaksi kajaanilaista peruskoulun luokanopettajaa. Aineisto on analysoitu deduktiivista logiikkaa noudattaen.
Tutkimustulokset osoittavat, ettÀ tutkittavat luokanopettajat ymmÀrtÀvÀt, mitÀ minÀkuvalla tarkoitetaan ja he pitÀvÀt sitÀ merkittÀvÀnÀ oppilaan oppimisen kannalta. Tutkimus osoittaa, ettÀ kohdehenkilöt kokevat minÀkuvan tukemisen olevan yksi oppimisen edellytyksistÀ. TÀrkeimmÀksi minÀkuvan tukemisen tekijÀksi tÀssÀ tutkimuksessa nousee positiivinen palaute ja sosiaalinen vuorovaikutus, jota ilman minÀkuva ei pÀÀse kehittymÀÀn. MinÀkuva kehittyy sosiaalisessa vuorovaikutuksessa muiden ihmisten kanssa ja vaatii kehittyÀkseen turvallisen ympÀristön, joten opettajan rooli minÀkuvan tukemisessa on keskeinen.
Tutkimustulosten perusteella minÀkuvan tukemisen haasteena ovat kasvaneet oppilasmÀÀrÀt ja ajanpuute. LisÀksi luokanopettajat tiedostavat, etteivÀt voi yksinÀÀn vaikuttaa oppilaan minÀkuvaan, vaan siihen vaikuttavat yksilön sosiaalinen ympÀristö ja vanhemmat. Luokanopettajat kuitenkin kokevat, ettÀ minÀkuvan tukemiselle on aikaa opettajan niin halutessaan.
Luokanopettajat kertoivat kÀyttÀvÀnsÀ minÀkuvan tukemisen yhtenÀ keinona oppilaan perusturvallisuuden lisÀÀmistÀ, koska ilman sitÀ minÀkuva ei pÀÀse kehittymÀÀn. Ilman oppilaan perusturvallisuuden tunnetta minÀkuvan tukeminen on myös haasteellisempaa. Molemmat haastateltavat korostavat sosiaalista vuorovaikutusta ja palautteen merkitystÀ minÀkuvan tukemisessa, koska ilman sosiaalista vuorovaikutusta minÀkuvaa ei voida tukea.
Tutkimuksemme on hyödyllinen, koska se lisÀÀ tietoa minÀkuvan merkittÀvyydestÀ ja sen tukemisen tÀrkeydestÀ. On vÀlttÀmÀtöntÀ, ettÀ opettajat tiedostavat miten oppilaiden minÀkuvaa tuetaan ja pyrkivÀt pÀivittÀin toimimaan sen mukaisesti koulun arjessa. Tutkielmamme tarjoaa keinoja opettajille ja muille kasvattajille oppilaan minÀkuvan tukemiseen
Unusual Crystallite Growth and Modification of Ferromagnetism Due to Aging in Pure and Doped Zno Nanoparticles
We report the unusual growth of pure and Fe-doped ZnO nanoparticles prepared by forced hydrolysis and the weakening of ferromagnetism due to aging in ambient conditions. More than four dozen nanoparticle samples in the size range of 4â20ânm were studied over 1 to 4 years. The as-prepared samples had significant changes in their crystallite sizes and magnetization as they aged in ambient conditions. Detailed studies using x ray diffraction and transmission electron microscopy (TEM) demonstrated that the crystallite size increased by as much as 1.4 times. Lattice parameters and strain also showed interesting changes. Magnetometry studies of Zn1âxFexO with xâ=â0â0.2 showed ferromagnetism at room temperature; however, keeping the samples in ambient conditions for one year resulted in modifications in the crystallite size and magnetization. For the Zn0.95Fe0.05O sample, the size changed from 7.9ânm to 9.0ânm, while the magnetization decreased from 1Ă10â3emu/g (memu/g) to 0.2 memu/g. Both magnetic and structural changes due to aging varied with the environment in which they were stored, indicating that these changes are related to the aging conditions
Magnetism of ZnO Nanoparticles: Dependence on Crystallite Size and Surfactant Coating
Many recent reports on magnetism in otherwise nonmagnetic oxides have demonstrated that nanoparticle size, surfactant coating, or doping with magnetic ions produces room-temperature ferromagnetism. Specifically, ZnO has been argued to be a room-temperature ferromagnet through all three of these methods in various experimental studies. For this reason, we have prepared a series of 1% Fe doped ZnO nanoparticle samples using a single forced hydrolysis co-precipitation synthesis method from the same precursors, while varying size (6 â 15 nm) and surface coating concentration to study the combined effects of these two parameters. Size was controlled by modifying the water concentration. Surfactant coating was adjusted by varying the concentration of poly acrylic acid (PAA) in solution. Samples were characterized by x-ray diffraction, transmission electron microscopy, x-ray photoelectron spectroscopy, optical absorptance spectroscopy, and magnetometry. No clear systematic effect on magnetization was observed as a function of surfactant coating, while evidence for a direct dependence of magnetization on the crystallite size is apparent
Coaches' Health Promotion Activity and Substance Use in Youth Sports
There is an increasing amount of evidence suggesting youth sports clubs are an important setting for health promotion. Adolescents in sport club settings can benefit from exposures of positive and negative consequences to health. To better understand the sport club context and coaches' health promotion activity in substance use prevention, this study compares sport club members with non-members aged between 14-16 years old on their experience and use of alcohol, smoking and snuff and coaches' health promotion activity on substances. Methods: Adolescents (n = 671) from sports clubs and from matched schools (n = 1442) were recruited in this study. Multiple binary logistic regressions were performed on substance use. Results: Higher prevalence of substance use was associated with discussions of substances, often held by coaches. Significantly fewer girls who are sport club members had experiences in alcohol, smoking or snuff than their non-member counter-parts, the differences among boys varied by substance. Fewer sport club members experienced smoking than non-members. More boys used snuff than girls. Conclusions: The most salient points for health promotion were that girls who were sport club members used fewer substances and for boys the picture was more complicated. Coaches could be using reactive strategies through informal learning to address substance use in clubs, although more effective training on substance use for coaches is needed
A Millennium Scale Sunspot Number Reconstruction: Evidence For an Unusually Active Sun Since the 1940's
The extension of the sunspot number series backward in time is of
considerable interest for dynamo theory, solar, stellar, and climate research.
We have used records of the Be-10 concentration in polar ice to reconstruct the
average sunspot activity level for the period between the year 850 to the pr
esent. Our method uses physical models for processes connecting the Be-10
concentration with the sunspot number. The reconstruction shows reliably that
the period of high solar activity during the last 60 years is unique throughout
the past 1150 years. This nearly triples the time interval for which such a
statement could be made previouslyComment: 4 pages, LaTeX, revtex4 macros; Phys. Rev. Let., in pres
Two analogy strategies: The cases of mind metaphors and introspection
Analogical reasoning is often employed in problem-solving and metaphor interpretation. This paper submits that, as a default, analogical reasoning addressing these different tasks employs different mapping strategies: In problem-solving, it employs analogy-maximising strategies (like structure mapping, Gentner & Markman 1997); in metaphor interpretation, analogy-minimising strategies (like ATT-Meta, Barnden 2015). The two strategies interact in analogical reasoning with conceptual metaphors. This interaction leads to predictable fallacies. The paper supports these hypotheses through case-studies on âmindâ-metaphors from ordinary discourse, and abstract problem-solving in the philosophy of mind, respectively: It shows that (1) default metaphorical interpretations for vision- and space-cognition metaphors can be derived with a variant of the analogy-minimising ATT-Meta approach, (2) philosophically influential introspective conceptions of the mind can be derived with conceptual metaphors only through an analogy-maximising strategy, and (3) the interaction of these strategies leads to hitherto unrecognised fallacies in analogical reasoning with metaphors. This yields a debunking explanation of introspective conceptions
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