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[{"key": "dc.contributor.advisor", "value": "Moate, Josephine", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Tiihonen, Nina", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-12-15T08:23:55Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-12-15T08:23:55Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2020", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/73188", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tavoitteena oli selvitt\u00e4\u00e4 miten sis\u00e4lt\u00f6\u00e4 ja kielt\u00e4 integroivaa (CLIL) opetusta toteutetaan ja eriytet\u00e4\u00e4n alkuopetuksessa. Tavoitteena oli l\u00f6yt\u00e4\u00e4 eriytt\u00e4misen mahdollisuuksia matematiikan CLIL-opetuksessa, sill\u00e4 eriytt\u00e4minen on yksi keskeisi\u00e4 oppijan tukemisen keinoja. Eriytt\u00e4minen on oppimisen tukity\u00f6kalu, joka pohjautuu kasvatustieteellisiin teorioihin, kuten Vygotskyn l\u00e4hikehityksen vy\u00f6hyke. \n\t T\u00e4m\u00e4 tutkimus pohjautuu Roihan ja Polson kehitt\u00e4m\u00e4\u00e4n 5D-malliin. Tutkittavia (n=2) videoituja oppitunteja observoitiin ja haastateltiin. Aineisto analysoitiin laadullisen sis\u00e4ll\u00f6n tutkimuksen menetelmi\u00e4 ja esitet\u00e4\u00e4n jaoteltuna 5D-mallin mukaisesti: opetuksen j\u00e4rjestelyt, oppimisymp\u00e4rist\u00f6, opetusmenetelm\u00e4t, tukimateriaalit ja arviointi. \n\tTulokset osoittivat, ett\u00e4 opettajat hy\u00f6dynt\u00e4v\u00e4t CLIL-opetusta normaalin matematiikan opetuksen eriytt\u00e4miseen. Opettajat kertoivat, etteiv\u00e4t eriyt\u00e4 CLIL-matematiikan opetusta yht\u00e4 paljon kuin muuta opetusta, mutta itse asiassa he hy\u00f6dynt\u00e4v\u00e4t eriytt\u00e4mist\u00e4 monipuolisesti. Opetusj\u00e4rjestelyihin opettajat eiv\u00e4t voi itse usein vaikuttaa. CLIL-opetus ja eriytt\u00e4minen ovat oppilaskeskeisi\u00e4 menetelmi\u00e4, jotka yhdess\u00e4 hy\u00f6dytt\u00e4v\u00e4t oppilaita. Opettajat kokivat materiaalit ja resurssit riitt\u00e4viksi, mutta CLIL opetuksen arviointiin ei ollut jaettuja menetelmi\u00e4.\nT\u00e4m\u00e4n tutkimuksen opettajat vaikuttivat aliarvioivan k\u00e4ytt\u00e4mi\u00e4\u00e4n eriytt\u00e4misen keinoja, vaikka todellisuudessa heill\u00e4 oli k\u00e4yt\u00f6ss\u00e4 monipuolisia menetelmi\u00e4. 5D-malli voi auttaa opettajia arvioimaan ja kehitt\u00e4m\u00e4\u00e4n omaa opetustaan.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The goal of this study was to create an understanding of how Content and Language Integrated Learning (CLIL) mathematics is implemented and how differentiation can be used in a young learners\u2019 CLIL mathematics classroom. The aim was to find possibilities for differentiation in the math education and CLIL classrooms since it is one of key features of supporting learners. Differentiation is a support tool for education based on educational theories like Vygotsky\u2019s Zone of Proximal Development. \n\t This study was created from the bases of the 5D model created by Roiha and Polso (2018,2020) and the participants (=2) were observed through video recordings and interviewed. The data was analysed using qualitative content analysis methods and are presented in sections based on the 5D model; teaching arrangements, learning environment, teaching methods, support materials and assessment. \n\tThis research showed that teachers tend to use CLIL as a form of differentiation for regular mathematics lessons. Teachers claimed that they do not differentiate their CLIL mathematics sessions when in fact they used versatile means of differentiation. The teaching arrangements are often not something the teachers can affect on but CLIL and differentiation are both pupil-centred teaching models and therefore beneficial for pupils. The teachers were happy with the resources and materials but there were no shared assessment methods for CLIL. \nTeachers in this study seemed to underestimate the efforts they are making when in fact they are providing a variety of differentiation for their pupils. The 5D model can help teachers to assess their own teaching and further develop their pedagogy.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-12-15T08:23:55Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-12-15T08:23:55Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "81", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "language enriched education", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kielirikasteinen opetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Differentiation in CLIL mathematics in the first and second grade", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202012157135", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Opettajankoulutuslaitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Teacher Education", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Luokanopettajakoulutus", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": 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"opetusmenetelm\u00e4t", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "matemaattiset taidot", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "eriytt\u00e4minen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "matematiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "content and language integrated learning", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "teaching and instruction", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "educational methods", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "mathematical skills", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "differentiation (teaching methods)", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "mathematics", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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