Masters' thesis 3. 2013

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  • Meanings, interpretation and conceptualisationgoeshand in hand
  • Masters' thesis 3. 2013

    1. 1. Master’s thesisLET master’s programme 21.3.2013 Pirkko Hyvönen, Learning and Educational Technology Research Unit Kuva ESS-arkisto
    2. 2. 8.15.-9.00. Pirkko 9.00.-9.15. Coffee 9.15.- 11.15. Aippi 9.15.-10.15. 1) Individually, define Ernesto with accurately parts ofAna, Aleksandra, L your ”puzzle”. 9.15.- 11.15. iping, Marta and 2) Together, present Pirkko: tutoring a’ Antonella your research plan by 20 mins using the ”puzzle” to Polina, Miguel, Päiv your peers. i, Fedor and Lyana Discuss, and assess whether the parts are ”in line”. 3) Together, define and write down your next goals dealing with your thesis. 4. Joint closing Pirkko Hyvönen
    3. 3. RESEARCH CONTEXT GROUNDING THE IMPORTANCE OF THE EARLIER STUDIES RESEARCH (societal, scientific, personal)CENTRAL CONCEPTS / THEORETICAL AIM AND RESEARCH QUESTIONS METHODSBACKGROUNDDATA RESULTS DISCUSSION Pirkko Hyvönen
    4. 4. RESEARCH CONTEXTSasha: English language classroomFormal learning contextCurriculum-based educationNorthern FinlandMiguel: Finland, MexicoDeveloped and underdeveloped countriesWebStudentsIf you don’t understand the context, high-qualityresearch can be hindered! Pirkko Hyvönen
    5. 5. GROUNDING THE IMPORTANCEOF THE RESEARCH(societal, scientific, personal)Marta: Most children grow upspending hours of homework everydayHomework assigments impact onstudents´ self-regulatory skills andbeliefsHomework practices remain thesame Pirkko Hyvönen
    6. 6. EARLIER STUDIESImportant part of the researchClarifies and justifies the need of yourresearchWhat particularly has been explored and whathas not?When?Where?By which methods?By which kind of data?By which kind of participants?By which theories and concepts? Pirkko Hyvönen
    7. 7. Key concepts in someCENTRAL CONCEPTS (3-5) / studies:THEORETICAL BACKGROUND CollaborativePolina: Expert system, Kodu games, self- learning, emotions, motivati on, self-regulated learningregulation (Järvenoja, 2010)Päivi: Adaptive expertise, collaborative CSCL, mathematicalproblem-solving problem solving, metacognition, soci ally shared metacognition (Hurme, 2010) 3D multiplayer games, CSCL, scripting collaboration, small-group discussion, socially shared cognition (Bluemink, 2011) Pirkko Hyvönen
    8. 8. THEORYResearching phenomena, which are relatedto human behavior is grounded onconcepts.There is difference between concept andterm. Defining theories is defining concepts and relations between them.THEORY: Set of well-developed categories(themes, concepts) that are systemicallyinterrelated through statements ofrelationship to form a theoretical frameworkthat explains some phenomenon(Hage, 1972, p. 34). let.oulu.fi / pirkko.hyvonen@oulu.fi
    9. 9. Concepts as a theoretical framework (Järvenoja, 2010) let.oulu.fi / pirkko.hyvonen@oulu.fi
    10. 10. AIM and RESEARCH QUESTIONS (Marta)The aim of my masters thesis study is to explore what kindof homework assignments support self-regulation andintegrate in the active and engaging classroomenvironment.The research questions are: How can homework support active and engagingclassroom activities? What kindof homework tasks foster the development of self-regulation skills? How to facilitate active learning and the development ofself-regulated learningskills by means of homework design? What self-regulatory strategies do 4th graders engage inwhile doing englishlanguage homework? Pirkko Hyvönen
    11. 11. AIM and RESEARCH QUESTIONS(Liping)Generally, teachers know somegood strategies and students donot, therefore teachers shoulddescribe these strategies andsuggest students to use them. Butthere is a problem happened thatstudents who have some strategiesdo not mean that they can apply orhave awareness to use them in reallearning.So it raises some questions: How do teachers train studentsto get some strategies? How do teachers motivatestudents to use learning strategieseffectively? Pirkko Hyvönen
    12. 12. AIM and RESEARCH QUESTIONS (Sasha): The aim of thestudy is to describe the effects of use of ICT in the Englishlanguage classroom on student engagement, and preferablyprovide recommendations for teachers on designing TELenvironments that promote student engagement.The research is likely to focus on a number of questions, suchas: a). How can use of technology in classroom tasks andactivities promote student engagment? b). How can use oftechnology in classroom tasks and activities improve studentemotional state? c). How can use of technology in classroomtasks and activities contribute to situational and personalinterest in tasks?Hypotheses that lie in the base of the planned study could bedefined as following: • Students situational and personalinterest in tasks can be increased by appropriate integration oftechnology into a task. Pirkko Hyvönen
    13. 13. METHODSParticipantsData collection procedureAnalysis Pirkko Hyvönen
    14. 14. DATAQuestionnaire, videomaterial, interviews, photodiaries, drawings, memories, mentalmaps etc.Existing material: books, journals, web-based materials, different documents etc.Private vs. publicComparableLongitudinalCaseWhat is the best data to provide answersfor your research queastions and aims? Pirkko Hyvönen
    15. 15. YOUR ROLE as aresearcherYou are aninstrument, which has tobe developed allway long. - Ability to analyse represents researcher’s ability to categorise and understand the phenomena in the context let.oulu.fi / pirkko.hyvonen@oulu.fi
    16. 16. CARAWAY CINNAMON AleksandraAntonella Liping Polina SalvadorArilesere CILANTRO CHILI Ana, Lyana, Miguel Päivi Fedor Marta Pirkko Hyvönen
    17. 17. Puzzle WHY? Research planCompetence and intrests; Research groupspreliminary ideas about topic andtheoretical perspective Clarification of theoretical basis Pirkko Hyvönen Methodological map of the group

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