Integrating environmental education in primary school education in Tanzania : teachers’ perceptions and teaching practices

The study focuses on primary school teachers’ perceptions of environmental education, its integration into primary school education and teachers’ teaching practices in Tanzania. The thesis is based on empirical research. The theoretical underpinnings of the study are based on Palmer’s (1998) model of environmental education. According to the model, meaningful environmental education should include education about, in or through and for the environment. The study is supported by national and international literature from research done on environmental education and education for sustainable development and policy statements. The study is qualitative in nature, adopting phenomenography and phenomenology as points of departure. The empirical data was collected from four primary schools in Morogoro region in Tanzania. The study sample consisted of 31 primary school teachers. Data was collected through interviews and lesson observations. According to the results of the study, primary school teachers expressed variations in their perceptions of environmental education and education for sustainable development. Most of the teachers focused on the aspect of knowledge acquisition. According to Tanzanian education and training policy, environmental education has to be integrated into all subjects. Although there is environmental education in the primary school curriculum, it is not integrated on an equal footing in all subjects. Some subjects like science, social studies and geography have more environmental content than other subjects. Teachers claim that the approach used to integrate environmental education into the school curriculum was not favoured because many claimed that what is to be taught as environmental education in the various subjects is not shown clearly. As a result, many teachers suggested that to ensure that it is taught properly it should be included in the curriculum as an independent subject or as specific topics. The study revealed that teachers’ teaching practices in integrating environmental education varied from one subject to another. Although most of the teachers said that they used participatory methods, lesson observations showed that they limited themselves to question and answer and group discussion. However, the teachers faced a number of barriers in the teaching of environmental education, some of which include lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs.

Kinetic modeling of mechanisms of industrially important organic reactions in gas and liquid phase

This dissertation is based on 5 articles which deal with reaction mechanisms of the following selected industrially important organic reactions: 1. dehydrocyclization of n-butylbenzene to produce naphthalene 2. dehydrocyclization of 1-(p-tolyl)-2-methylbutane (MB) to produce 2,6-dimethylnaphthalene 3. esterification of neopentyl glycol (NPG) with different carboxylic acids to produce monoesters 4. skeletal isomerization of 1-pentene to produce 2-methyl-1-butene and 2-methyl-2-butene The results of initial- and integral-rate experiments of n-butylbenzene dehydrocyclization over selfmade chromia/alumina catalyst were applied when investigating reaction 2. Reaction 2 was performed using commercial chromia/alumina of different acidity, platina on silica and vanadium/calcium/alumina as catalysts. On all catalysts used for the dehydrocyclization, major reactions were fragmentation of MB and 1-(p-tolyl)-2-methylbutenes (MBes), dehydrogenation of MB, double bond transfer, hydrogenation and 1,6-cyclization of MBes. Minor reactions were 1,5-cyclization of MBes and methyl group fragmentation of 1,6- cyclization products. Esterification reactions of NPG were performed using three different carboxylic acids: propionic, isobutyric and 2-ethylhexanoic acid. Commercial heterogeneous gellular (Dowex 50WX2), macroreticular (Amberlyst 15) type resins and homogeneous para-toluene sulfonic acid were used as catalysts. At first NPG reacted with carboxylic acids to form corresponding monoester and water. Then monoester esterified with carboxylic acid to form corresponding diester. In disproportionation reaction two monoester molecules formed NPG and corresponding diester. All these three reactions can attain equilibrium. Concerning esterification, water was removed from the reactor in order to prevent backward reaction. Skeletal isomerization experiments of 1-pentene were performed over HZSM-22 catalyst. Isomerization reactions of three different kind were detected: double bond, cis-trans and skeletal isomerization. Minor side reaction were dimerization and fragmentation. Monomolecular and bimolecular reaction mechanisms for skeletal isomerization explained experimental results almost equally well. Pseudohomogeneous kinetic parameters of reactions 1 and 2 were estimated by usual least squares fitting. Concerning reactions 3 and 4 kinetic parameters were estimated by the leastsquares method, but also the possible cross-correlation and identifiability of parameters were determined using Markov chain Monte Carlo (MCMC) method. Finally using MCMC method, the estimation of model parameters and predictions were performed according to the Bayesian paradigm. According to the fitting results suggested reaction mechanisms explained experimental results rather well. When the possible cross-correlation and identifiability of parameters (Reactions 3 and 4) were determined using MCMC method, the parameters identified well, and no pathological cross-correlation could be seen between any parameter pair.

Conditions for EFL learning and professional development : Finland-Swedish learner and teacher perspectives

Engelskans dominerande roll som internationellt språk och andra globaliseringstrender påverkar också Svenskfinland. Dessa trender påverkar i sin tur förutsättningarna för lärande och undervisning i engelska som främmande språk, det vill säga undervisningsmålen, de förväntade elev- och lärarroller, materialens ändamålsenlighet, lärares och elevers initiala erfarenheter av engelska och engelskspråkiga länder. Denna studie undersöker förutsättningarna för lärande och professionell utveckling i det svenskspråkiga nybörjarklassrummet i engelska som främmande språk. Utgångsläget för 351 nybörjare i engelska som främmande språk och 19 av deras lärare beskrivs och analyseras. Resultaten tyder på att engelska håller på att bli ett andraspråk snarare än ett traditionellt främmande språk för många unga elever. Dessa elever har också goda förutsättningar att lära sig engelska utanför skolan. Sådan var dock inte situationen för alla elever, vilket tyder på att det finns en anmärkningsvärd heterogenitet och även regional variation i det finlandssvenska klassrummet i engelska som främmande språk. Lärarresultaten tyder på att vissa lärare har klarat av att på ett konstruktivt sätt att tackla de förutsättningar de möter. Andra lärare uttrycker frustration över sin arbetssituation, läroplanen, undervisningsmaterialen och andra aktörer som kommer är av betydelse för skolmiljön. Studien påvisar att förutsättningarna för lärande och undervisning i engelska som främmande språk varierar i Svenskfinland. För att stöda elevers och lärares utveckling föreslås att dialogen mellan aktörer på olika nivå i samhället bör förbättras och systematiseras.

In search of good relationships to music : understanding aspiration and challenge in developing music school teacher practices

This study focuses on teacher practices in publicly funded music schools in Finland. As views on the aims of music education change and broaden, music schools across Europe share the challenge of developing their activities in response. In public and scholarly debate, there have been calls for increased diversity of contents and concepts of teaching. In Finland, the official national curriculum for state-funded music schools builds on the ideal that teaching and learning should create conditions which promote ‘a good relationship to music’. The meaning of this concept has been deliberately left open in order to leave room for dialogue, flexibility, and teacher autonomy. Since what is meant by ‘good’ is not defined in advance, the notion of ‘improving’ practices is also open to discussion. The purpose of the study is to examine these issues from teachers’ point of view by asking what music school teachers aim to accomplish as they develop their practices. Methodologically, the study introduces a suggestion for building empirical research on Alperson’s ‘robust’ praxial approach to music education, a philosophical theory which is strongly committed to practitioner perspectives and musical diversity. A systematic method for analysing music education practices, interpretive practice analysis, is elaborated with support from interpretive research methods originally used in policy analysis. In addition, the research design shows how reflecting conversations (a collaborative approach well-known in Nordic social work) can be fruitfully applied in interpretive research and combined with teacher inquiry. Data have been generated in a collaborative project involving five experienced music school teachers and the researcher. The empirical material includes transcripts from group conversations, data from teacher inquiry conducted within the project, and transcripts from follow-up interviews. The teachers’ aspirations can be understood as strivings to reinforce the connection between musical practices and various forms of human flourishing such that music and flourishing can sustain each other. Examples from their practices show how the word ‘good’ receives its meaning in context. Central among the teachers’ concerns is their hope that students develop a free and sustainable interest in music, often described as inspiration. I propose that ‘good relationships to music’ and ‘inspiration’ can be understood as philosophical mediators which support the transition from an indeterminate ‘interest in music’ towards specific ways in which music can become a (co-)constitutive part of living well in each person’s particular circumstances. Different musical practices emphasise different aspects of what is considered important in music and in human life. Music school teachers consciously balance between a variety of such values. They also make efforts to resist pressure which might threaten the goods they think are most important. Such goods include joy, participation, perseverance, solid musical skills related to specific practices, and a strong sense of vitality. The insights from this study suggest that when teachers are able to create inspiration, they seem to do so by performing complex work which combines musical and educational aims and makes general positive contributions to their students’ lives. Ensuring that teaching and learning in music schools remain as constructive and meaningful as possible for both students and teachers is a demanding task. The study indicates that collaborative, reflective and interdisciplinary work may be helpful as support for development processes on both individual and collective levels of music school teacher practices.

Experimental thermal hydraulic studies on the enhancement of safety of LWRs

The safe use of nuclear power plants (NPPs) requires a deep understanding of the functioning of physical processes and systems involved. Studies on thermal hydraulics have been carried out in various separate effects and integral test facilities at Lappeenranta University of Technology (LUT) either to ensure the functioning of safety systems of light water reactors (LWR) or to produce validation data for the computer codes used in safety analyses of NPPs. Several examples of safety studies on thermal hydraulics of the nuclear power plants are discussed. Studies are related to the physical phenomena existing in different processes in NPPs, such as rewetting of the fuel rods, emergency core cooling (ECC), natural circulation, small break loss-of-coolant accidents (SBLOCA), non-condensable gas release and transport, and passive safety systems. Studies on both VVER and advanced light water reactor (ALWR) systems are included. The set of cases include separate effects tests for understanding and modeling a single physical phenomenon, separate effects tests to study the behavior of a NPP component or a single system, and integral tests to study the behavior of the whole system. In the studies following steps can be found, not necessarily in the same study. Experimental studies as such have provided solutions to existing design problems. Experimental data have been created to validate a single model in a computer code. Validated models are used in various transient analyses of scaled facilities or NPPs. Integral test data are used to validate the computer codes as whole, to see how the implemented models work together in a code. In the final stage test results from the facilities are transferred to the NPP scale using computer codes. Some of the experiments have confirmed the expected behavior of the system or procedure to be studied; in some experiments there have been certain unexpected phenomena that have caused changes to the original design to avoid the recognized problems. This is the main motivation for experimental studies on thermal hydraulics of the NPP safety systems. Naturally the behavior of the new system designs have to be checked with experiments, but also the existing designs, if they are applied in the conditions that differ from what they were originally designed for. New procedures for existing reactors and new safety related systems have been developed for new nuclear power plant concepts. New experiments have been continuously needed.

Paperikoneen laatusäätöjärjestelmän uusinnan vaikutukset laatusäätöjen suorituskykyyn

Tutkimuksen kohteena olleen UPM-Kymmene Oyj Kajaanin tehtaan PK3:n laatusäätöjärjestelmä ja mittapalkki uusittiin, jolloin haluttiin selvittää uusinnan vaikutuksia laatusäätöjen suorituskykyyn ja paperin laatuun. Työn kirjallisessa osassa perehdyttiin paperinvalmistusprosessin osiin kyseisen sanomalehtipaperikoneen tapauksessa sekä keskeisimpiin paperin laatuominaisuuksiin liittyviin mittaus- ja säätölaitteisiin sekä niiden toimintaan. Seurattaviksi paperin laatusuureiksi valittiin neliömassa, kuivamassa, kosteus ja paksuus, jotka ovat sanomalehtipaperin tärkeimpiä online-mitattavia ominaisuuksia. Paperin laatusuureiden seurantaan käytetään erilaisia tunnuslukuja ja työkaluja, joita on esitelty tässä työssä. Laatusuureiden konesuuntaisen ja poikkisuuntaisen seurannan tunnusluvuksi valittiin yleisesti käytössä oleva 2σ-keskiarvohajonta. Säätöjen suorituskykyä seurattiin suorituskykykolmion ohjausmatkaindeksien (CTI) ja erosuureen integraalien (IAE) avulla. Kokeellisessa osassa kerättiin mittaustietoja sekä vanhan että uuden laatusäätöjärjestelmän aikana. Seurattavat ajotilanteet paperikoneella jaettiin stabiiliin ajoon ja muutostilanteisiin, jotka käsittävät katkot ja lajinvaihtotilanteet. Stabiilin ajon aikana selvitettiin laatusuureiden hajontojen ja säätöjen suorituskykyindeksien normaaleissa tasoissa tapahtuneet muutokset. Muutostilanteiden osalta haluttiin selvittää, nopeuttaako järjestelmäuusinta katkoista toipumista ja lajinvaihtoaikaa. Stabiilin ajon seurannasta saatujen tulosten perusteella neliömassan ja kuivamassan konesuuntaiset hajonnat kasvoivat järjestelmäuusinnan myötä, mutta kosteuden konesuuntaiset hajonnat pienenivät. Laatusuureiden poikkisuuntaisista hajonnoista neliömassan sekä kuivamassan hajonnat kasvoivat ja kosteuden sekä paksuuden hajonnat pienenivät joidenkin lajien osalta. Poikkisuuntaisten laatusuureiden, etenkin paksuuden, toipuminen katkon jälkeen nopeutui. Myös lajinvaihtoon kuluva aika lyheni poikkisuuntaisilla laatusuureilla. Muutostilanteiden konesuuntaisten hajontojen asettumisajat eivät juuri parantuneet.

Suunnitelma lähiverkon toteuttamiseksi oppilaitoksessa

Lähiverkkojen tehtävänä on toimia alustana useille eri tekniikoille ja palveluille. Verkossa liikkuu dataliikenteen lisäksi myös puhetta ja kuvaa. Lähiverkko mahdollistaa oheislaitteiden, kuten tiedostopalvelimien ja tulostimien, jakamisen ja käyttämisen koko lähiverkon alueelta. Organisaation lähiverkkoja voidaan yhdistää teleoperaattoreiden toimesta joten on vaikeaa enää määritellä lähiverkkoa tarkasti. Työssä on käyty läpi Ethernet-tekniikan peruselementit ja verkkotopologiat. Selvitystyö kattaa koko Ethernetin kehityshistorian jaetun media väylästä nykyaikaiseen täysin kytkentäiseen Ethernettiin asti sekä sen eri kaapelointimahdollisuudet. Verkoissa liikennöintiin ja valvontaan tarvittavien protokollien ja palveluiden toiminta on esitelty, samoin kuin tyypillisempien verkon aktiivilaitteiden toiminta. Verkon nykytilan kartoituksen kautta lopputuloksena esitetään uuden verkon fyysinen rakenne sekä verkon toiminnan kannalta keskeisimmät palvelut. Verkon fyysinen rakenne perustuu yleiskaapelointistandardiin EN 50173-1. Verkossa tapahtuvan ja verkkoon kohdistuvan opetuksen erityispiirteistä ja ongelmista esitetään ratkaisut niin teknisistä kuin tietoturvallisuuden näkökohdista . Kustannusarviossa keskitytään verkon komponenttien hintoihin ja tehdään vertailu kahden eri kytkimen hinnoista ja ominaisuuksista. Johtopäätöksissä pohditaan verkonsuunnittelun uusia suuntia SAN-verkkojen näkökulmasta.

Hoitotyön opettajan yhteiskunnallinen toiminta – osa opettajuutta

The social activity of nurse teacher – a part of teacherhood Every nurse teacher must know the current health policy in order to use it in teaching. The conception of the role of health policy in curriculum and the concrete teaching of social activity are quite unclear. The purpose of this study was to describe the social activity of nurse teachers. The data were collected by a structured questionnaire (Paltta 1998) via E-mail. The questionnaire included background factors and nine items for society activities. The respondents were nurse teachers, teachers for emergency nursing, public health nurse and midwifery teachers from all polytechnics in Finland. Response rate was 46 % (n = 342). The data were analysed by using descriptive statistics. The results of this study showed that 36 % of nurse teachers evaluated themselves quite active in society activities and 43 % of them evaluated themselves inactive. 32 % of nurse teachers was member and involved to working in general organisations. 28 % of nurse teachers worked or have been worked in local commission or trustees. Nurse teachers evaluated their knowledge about health policy quite good (mean 3.75, Std 0.99). Their knowledge about education policy was also quite good (mean 3.57, Std 1.04). Nurse teachers updated their knowledge about health policy and education policy by reading professional journals, newspapers, internet and following television and radio. According to results nurse teachers are quite active in society activities even tough almost half of them evaluated themselves quite inactive. Although nurse teachers’ knowledge about health policy was quite good by their opinion, they must update and improve the knowledge. In the future it is important to study how nurse teachers use health policy in their teaching and how nurse students’ participation in society activities can be improved.

Datanomiopiskelijat sosiaalisen median käyttäjinä

Tutkimukseni aiheena on tarkastella datanomiopiskelijoita sosiaalisen median käyttäjinä. Sosiaalisen median käyttö opetuksessa on nykypäivänä jo aika yleistä. Erilaisia sosiaalisen median keinoja käytetään jo kaikilla oppiasteilla. Opettajan on tärkeää tuntea eri palvelujen tarkoitukset ja soveltuvuus opetustilanteeseen. Työn tarkoitus on tutkia sosiaalisen median palveluja kuudesta eri näkökulmasta, jotka tukevat opetusta ja oppimista. Näitä ovat verkostoitumispalvelut, virtuaalimaailmat, sisällöllinen kirjoittaminen, verkko-oppimisympäristöt, videoverkkopalvelut ja verkkoviestintäpalvelut. Työssä tutkitaan Lappeenrannan Palvelualojen koulun datanomiopiskelijoiden sosiaalisen median palvelujen käyttämistä sekä kysytään käyttöaktiivisuutta ja mielipidettä palvelujen käyttämiseen opetuksessa. Tutkimustulokset antavat kuvan siitä, minkälaisia sosiaalisen median palveluja opiskelijat käyttävät. Tutkimus osoittaa, että datanomiopiskelijat käyttävät sosiaalisen median palveluja ahkerasti, erityisesti wikiä, blogia ja pikaviestimiä sekä Moodle-oppimisympäristöä. Tutkimuksen perusteella voidaan kehittää opetuksen laatua ja opetusmenetelmiä sosiaalisen median opetuskäyttöä tukevaksi. Opettajan rooli muuttuu sosiaalisen median palvelujen käytön myötä yhä enemmän ohjaavaksi ja tasa-arvoiseksi opiskelijoiden kanssa. Opetus muuttuu yhteisöllisemmäksi ja verkostoituneemmaksi. Opettajan ja opiskelijoiden vuorovaikutustaitojen merkitys korostuu. Myös tulevaisuuden haasteet ja ennen kaikkea mahdollisuudet nousevat esiin. Opetuksen suunnittelussa on hyvä pystyä huomioimaan uudet mahdollisuudet ja käyttää niitä kattavasti.

Curriculum innovation in teacher education : exploring conceptions among Tanzanian teacher educators

The focus of the study is to understand curriculum innovation from the perspective of Tanzanian teacher educators. It is argued that the deterioration of quality of education in schools is partly to be attributed to the way in which teachers are educated. Curriculum innovation is considered as an essential strategy for bringing about improvement in teacher education. Therefore, in 2000 a new curriculum was introduced; however, right from the inception the curriculum was criticised by teacher educators. The overall aim of the study is to investigate teacher educators’ conceptions of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for teacher education and innovation. In order to achieve the aim of the study, a phenomenographic approach is employed. This approach is used in order to identify similarities and variation in educators’ conceptions of curriculum innovation. The empirical basis of the study consists of interviews with thirty teacher educators working in eight teachers’ colleges situated in various parts of Tanzania. The findings, in brief, reveal variation in teacher educators’ conceptions of the dominant domains of innovation. Two broad conceptions of teaching with six aspects are identified. Conceptions of educational studies are presented in four broad categories of description with four aspects. Similarly, in methodology subjects two conceptions are described with four aspects. On the integration of subject matter studies and subject methods, two broad conceptions are presented with six aspects. Conceptions of textbook prescription policy are characterised in two broad categories of description with four aspects. With the use of modules two broad conceptions are identified with six aspects. In addition, the study identifies four broad conceptions of future curriculum approaches with eight aspects. Looking across the categories of description, the results indicate that educators cope with innovation individually. Three character types of teacher educators are presented: loyal, creative and critical. Furthermore, four types of phenomena suggesting critical areas about teacher educators’ conceptions of innovation are described: educators’ prior educational background, technical factors, student teachers’ factors and shifting from teaching to learning. On the whole, educators express a number of frame factors in the process of change towards the aim of curriculum innovation. This indicates that the new curriculum (2000) is not implemented as intended by curriculum developers. Constraints to the implementation are presented and discussed in detail. From these findings, two models of educators’ stance towards curriculum innovation are presented and can be used as a framework for planning successful curriculum innovations and analysing practice in teachers’ colleges.

Under ytan, vid ytan och ovanför ytan : analys av tanken bakom tre läromedel i slöjd

This thesis is based on the personal experience gained related to the planning and production of three web-based teaching materials for the teaching subject knownas sloyd at the comprehensive school in Finland. After the teaching materials had been produced and published on the Internet at the Finnish textile teachers' website KässäBoxi, the idea for this thesis emanated from the questions: Why do the three teaching materials look the way they do and why do other textile teachers comment that they are different? In earlier sloyd educational research it has been stated that a scientific paradigm affects the individual ideology of a sloyd teacher. The aimfor my doctoral thesis is to continue on the topic. As the area of interest comprises the thought behind three teaching materials in sloyd, the aim of the thesis is to show how teaching and educational ideologies in sloyd appear in the teaching materials at hand. The research approach has parallels to research about another, tangible phenomena, namely the iceberg. In a similar way as an iceberg, a teaching material has a profound base, but the base is not always completely visible to the user of the teaching material. In this thesis I strive to show what there is under the surface, on the surface and above the surface of three teaching materials in sloyd. The research approach is defined as qualitative and phenomenologic-hermeneutic. The analysis results in knowledge about how the producer of a teaching material affects the character of a teaching material by choices concerning for example the form, structure, language and illustrations of the teaching material. The analysis also shows how the producers' individual educational and teaching ideologies within the teaching subject at hand appear by means of traces concerning the view on the pupil and the teacher, and the view on planning and conducting teaching in sloyd. The thesis also results in knowledge about how sloyd educational scientific theories and demands from society, as they are stated in the national core curriculum, appear in the three teaching materials. The application of the sloyd educational scientific theory of individual sloyd activity as a holistic educative system is also widened in the thesis. This thesis contributes to future research on producing teaching materials by information about what aspects a producer of teaching materials needs to consider and how the aspects become visible in the teaching materials. This kind of knowledge is valuable to teacher students in sloyd, to teachers in sloyd who intend to plan and produce teaching materials and to teachers who tutor the planning and production of teaching materials.

Diskreettiaikainen liukuvan moodin säätö kiinteäoksidipolttokennon DC-tasonnostossa

Huoli ympäristön tilasta ja fossiilisten polttoaineiden hinnan nousu ovat vauhdittaneet tutkimusta uusien energialähteiden löytämiseksi. Polttokennot ovat yksi lupaavimmista tekniikoista etenkin hajautetun energiantuotannon, varavoimalaitosten sekä liikennevälineiden alueella. Polttokenno on tehonlähteenä kuitenkin hyvin epäideaalinen, ja se asettaa tehoelektroniikalle lukuisia erityisvaatimuksia. Polttokennon kytkeminen sähköverkkoon on tavallisesti toteutettu käyttämällä galvaanisesti erottavaa DC/DC hakkuria sekä vaihtosuuntaajaa sarjassa. Polttokennon kulumisen estämiseksi tehoelektroniikalta vaaditaan tarkkaa polttokennon lähtövirran hallintaa. Perinteisesti virran hallinta on toteutettu säätämällä hakkurin tulovirtaa PI (Proportional and Integral) tai PID (Proportional, Integral and Derivative) -säätimellä. Hakkurin epälineaarisuudesta johtuen tällainen ratkaisu ei välttämättä toimi kaukana linearisointipisteestä. Lisäksi perinteiset säätimet ovat herkkiä mallinnusvirheille. Tässä diplomityössä on esitetty polttokennon jännitettä nostavan hakkurin tilayhtälökeskiarvoistusmenetelmään perustuva malli, sekä malliin perustuva diskreettiaikainen integroiva liukuvan moodin säätö. Esitetty säätö on luonteeltaan epälineaarinen ja se soveltuu epälineaaristen ja heikosti tunnettujen järjestelmien säätämiseen.

Voiko ihmettä selittää? : Suomen PISA-menestyksen taustoitusta

Teema: akateeminen opettajankoulutus.

”Hei, mä opin tän asian enkuks!” Toimintatutkimus ympäristötiedon ainesisältöjen ja vieraan kielen oppimisesta sekä opettamisesta englanninkielissä oppituokioissa

Tämä kvalitatiivinen toimintatutkimus sai lähtökipinän opettajan tarpeesta kehittää englannin kielen opetustaan suuntaan, joka innostaisi oppijoita opiskelemaan ja tuottamaan vierasta kieltä rohkeasti. Tutkimuksen tarkoituksena oli selvittää, mitä muutoksia oppijoissa ilmenee, kun perinteiseen vieraan kielen opetukseen sisällytetään kahden lukuvuoden ajan oppituokioita, joissa ympäristötiedon ainesisältöjä opetetaan vieraalla kielellä. Kiinnostuksen kohteena oli tutkia, ilmeneekö oppijoilla muutoksia ainesisältöjen hallinnassa, englanninkielisen ympäristötiedon sanavaraston karttumisessa, kielitaidon kehittymisessä sekä asenteessa oppituokioita ja englannin kieltä kohtaan yleensä. Tutkimuksen tarkoituksena oli myös luoda toimivaa käytäntöä opettajalle toteuttaa ainesisältöjen opettamista vieraalla kielellä, josta kansainvälisesti käytetään termiä Content and language integrated learning (CLIL). Tutkimus oli kahden vuoden pitkittäistutkimus, joka toteutettiin lukuvuosina 2008–2010. Tutkimusjoukko koostui 18:sta (11 poikaa ja 7 tyttöä) neljättä luokkaa aloittavasta oppijasta. Vertailuryhmään kuului 22 musiikkiluokan oppijaa (6 poikaa ja 16 tyttöä). Tutkija opetti molemmille ryhmille englannin kieltä kaksi viikkotuntia. Englanninkieliset oppituokiot toteutettiin englannin tuntien yhteydessä noin kerran viikossa. Kerrallaan tuokio kesti 15–20 minuuttia. Tutkimusaineistoa, joka koostuu sekä kvalitatiivisesta että kvantitatiivisesta aineistosta, kerättiin eri tavoin: tutkija keräsi havaintomateriaalia päiväkirjaansa koko tutkimuksen ajan, oppijoita testattiin kuusi kertaa tutkimuksen aikana sekä itsearvio- ja asennekyselyjä toteutettiin kahdesti. Tutkimusaineiston pohjalta saatiin selviä tutkimustuloksia, joiden mukaan CLIL-opetus vaikutti oppijoihin positiivisesti: ympäristötiedon ainesisältöjä opittiin, englanninkielinen ympäristötiedon sanavarasto laajeni ja vierasta kieltä käytettiin rohkeammin kuin aiemmin. Kommunikoidessa huomio kiinnitettiin kielen tarkkailun sijasta asiasisältöön. Oppijat suhtautuivat englanninkielisiin oppituokioihin positiivisesti ja englannin osaaminen koettiin tärkeäksi. Tässäkin kokeilussa CLIL osoittautui joustavaksi metodiseksi lähestymistavaksi, joka taipuu käyttökelpoiseksi käytännön teoriaksi soveltuen monenlaisille oppijoille.