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[{"key": "dc.contributor.author", "value": "Korpela, Sofia", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2014-05-27T09:15:15Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2014-05-27T09:15:15Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2014", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1435943", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/43571", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tarkoitus oli tarkastella 9. luokkalaisten oppilaiden n\u00e4kemyksi\u00e4 liikunnasta ja terveydest\u00e4, sek\u00e4 niiden v\u00e4lisist\u00e4 yhteyksist\u00e4. T\u00e4ss\u00e4 tutkimuksessa n\u00e4kemyksiin liittyy vahvasti tieto, jonka oppilaat omaavat. Tutkimusaineisto ker\u00e4ttiin er\u00e4\u00e4n koulun 9. luokkalaisilta kev\u00e4\u00e4ll\u00e4 2010. Kirjoitelmien perusteella 11 oppilasta valittiin teemahaastatteluun. Kirjoitelmat toimivat apuv\u00e4lineen\u00e4 mahdollisimman moninaisten n\u00e4kemyksien l\u00f6yt\u00e4miseksi, mutta eiv\u00e4t kuuluneet itse aineistoon. Aineisto, eli teemahaastattelut, analysoitiin sis\u00e4ll\u00f6nanalyysill\u00e4 aineistol\u00e4ht\u00f6isesti.\nOppilaiden haastatteluista nousi esiin viisi teemaa liikunnan ja terveyden v\u00e4lisist\u00e4 yhteyksist\u00e4. Oppilaat n\u00e4kiv\u00e4t t\u00e4rke\u00e4n\u00e4 liikunnan vaikutuksen sairauksien ehk\u00e4isij\u00e4n\u00e4. Liikunnan muina positiivisina vaikutuksina he toivat esille vastustuskyvyn ja unen laadun paranemisen sek\u00e4 kunnon kohenemisen ja ylipainon ehk\u00e4isyn. Oppilaat kertoivat liikunnan aikana kehossa tapahtuvista fyysisist\u00e4 prosesseista. Eniten mainintoja ker\u00e4si hengitys- ja verenkiertoelimist\u00f6\u00f6n liittyv\u00e4t asiat. Mielenterveys ja sen edist\u00e4minen nousivat esille liikunnan my\u00f6nteisin\u00e4 psyykkisin\u00e4 vaikutuksina. Oppilaat n\u00e4kiv\u00e4t liikunnalla olevan joitain kielteisi\u00e4 vaikutuksia terveyteen kuten tapaturmat, ylirasittuminen ja sairaana liikkumisen seurauksena j\u00e4lkitaudit. \nOppilaiden n\u00e4kemykset omista tiedonsaantil\u00e4hteist\u00e4\u00e4n vaihtelivat. T\u00e4rkeimmiksi tiedonl\u00e4hteiksi oppilaat kokivat koulun, kodin ja median. L\u00e4hes kaikki oppilaat kertoivat saaneensa tietoa terveyden ja liikunnan v\u00e4lisist\u00e4 yhteyksist\u00e4 koulusta, vaikka osa kokikin tiedon olevan tuttua tai vanhan tiedon kertausta. \nOppilaiden vastauksista k\u00e4vi ilmi, ett\u00e4 he ymm\u00e4rt\u00e4v\u00e4t liikunnan merkityksen terveydelle jossain m\u00e4\u00e4rin. Heid\u00e4n tiedot j\u00e4iv\u00e4t usein teoreettiselle tasolle, jolloin he kertoivat p\u00e4\u00e4osin faktatietoa. Joidenkin oppilaiden tieto oli osittain k\u00e4yt\u00e4nn\u00f6llist\u00e4, jolloin he osasivat soveltaa tietoa jonkin verran k\u00e4yt\u00e4nt\u00f6\u00f6n. Kriittinen ajattelu, jossa oppilas kykenisi argumentoimaan tietoa, j\u00e4i puolestaan ilmenem\u00e4tt\u00e4. Kriittisen ajattelun oppiminen on haastavaa. Kriittisen ajattelun ja soveltamistaidon kehittyminen vaatiikin monipuolisia opetusmenetelmi\u00e4. Terveystiedon opetuksessa tiedon konkreettiseksi tekeminen tapahtuu esimerkiksi k\u00e4yt\u00e4nn\u00f6n harjoitteilla. Toimiva opetusmenetelm\u00e4 on my\u00f6s v\u00e4ittely, jossa oppilaat joutuvat argumentoimaan mielipiteit\u00e4\u00e4n. Oppilaat olisi hyv\u00e4 saada my\u00f6s pohtimaan rooliaan vastuullisena yhteiskunnan j\u00e4senen\u00e4 erilaisten teht\u00e4vien kautta. Terveystiedon opetuksessa voisi painottaa yli oppiainerajojen menevi\u00e4 kokonaisuuksia, jolloin oppimisesta tulee kokonaisvaltaisempaa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of the study was to observe ninth-graders\u2019 views on exercise and health, and the connections between them. In this study the views are strongly connected with information that the pupils have. The material was collected from ninth-graders at one school in the spring of 2010. Based on their essays, 11 pupils were chosen to participate in theme interview. The essays were used as an aid to help find as wide set of views as possible, but they were not part of the material itself. The material, which consists of the theme interviews, was analysed using data based content analysis.\nFrom the pupils\u2019 interviews, five themes about connections between exercise and health came up. The pupils found exercise important in preventing illnesses. As other positive effects the pupils mentioned improved resistance and quality of sleep together with improved physical condition and prevention of overweight. The pupils told about the physical processes going on in the body during exercise. Things that connect to respiratory and circulatory system got the most references. Mental health and improving it were brought up as positive psychical effects of exercise. The pupils found that exercise has some negative effects on health, such as accidents, overstrain and illnesses that can result from exercising while being sick.\nThe pupils\u2019 views on their own sources of information varied. School, home and media were considered as the most important sources of information. Almost all pupils told that they had received information about connections between health and exercise from school, even though some of them felt that the information was already known or repetition of old information. \nIt came out from the pupils\u2019 answers that they understand at some level the relevance of exercise to health. Their knowledge often remained at a theoretical level, in which case they were mostly describing facts. Some pupils had knowledge at practical level, in which case they could to some extent apply the knowledge in practice. Critical thinking, which requires that the pupil can validate their knowledge, did not occur. It is challenging to learn critical thinking. Developing critical thinking and being able to apply it requires diverse teaching methods. In health science education the information can be made concrete with practical exercises, for example. Debates are also a functional teaching method, during which the pupils have to validate their arguments. Through different activities it would be good to make the pupils apply the knowledge in their own life and think about their role as a responsible member of the society. Themes that combine different subjects should be emphasized in health science education. This way the learning is more comprehensive.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Sofia Korpela (soanmako) on 2014-05-27 09:15:15.144393. Form: Pro gradu -lomake (1 tekij\u00e4) (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake-1-tekijae). JyX data:", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija@noreply.fi) on 2014-05-27T09:15:15Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201405271844.doc: 384512 bytes, checksum: 99b17ff9a63e8a518206159b9182ce7f (MD5)\nlicense.html: 4957 bytes, checksum: 9fcc9ebd9e3bff08cfc27ef4db21aaf9 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2014-05-27T09:15:15Z (GMT). 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