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[{"key": "dc.contributor.advisor", "value": "Bottas, Reijo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Partanen, Reea", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2021-05-26T12:30:12Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2021-05-26T12:30:12Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2021", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/75967", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro-gradu tutkimuksen tavoitteena oli tutkia, mill\u00e4 reflektiivisen ajattelun tasolla seikkailukasvatukselliseen toimintaan osallistuneet, i\u00e4lt\u00e4\u00e4n 18\u201326-vuotiaat nuoret aikuiset, toimivat. Lis\u00e4ksi tarkasteltiin miten reflektiivisen ajattelun tasot jakautuvat suhteessa tutkittavien ik\u00e4\u00e4n. T\u00e4m\u00e4n lis\u00e4ksi toisena tutkimuksen tavoitteena oli selvitt\u00e4\u00e4, onko seikkailukasvatukselliseen toimintaan osallistumisella ja reflektiivisell\u00e4 ajattelulla havaittavissa jonkinlaista yhteytt\u00e4. \nTutkimus oli kvalitatiivinen ja pohjautui fenomenologis-hermeneuttiseen l\u00e4hestymistapaan. Tutkimusaineisto koostui kirjallisista kirjoitelmista. Aineisto ker\u00e4ttiin Mets\u00e4kartanon Nuotta-valmennuksen nuorten aikuisten ryhmilt\u00e4 ajalla kev\u00e4t 2020 \u2013 joulukuu 2020. Tarkasteltava tutkimusaineisto koostui 18 tutkittavan tuottamasta kirjallisesta vastauksesta. Aineiston analyysiss\u00e4 k\u00e4ytettiin teorial\u00e4ht\u00f6ist\u00e4 sek\u00e4 teoriaohjaavaa analyysi\u00e4. \nTutkittavat reflektoivat teknisen ja konseptuaalisen reflektiivisen ajattelun tasoilla. Dialektisen reflektion tasoa ei tutkimuksessa havaittu. Tutkimus osoitti, ett\u00e4 reflektiivinen ajattelu voi pit\u00e4\u00e4 sis\u00e4ll\u00e4\u00e4n samanaikaisesti useita tasoja. P\u00e4\u00e4s\u00e4\u00e4nt\u00f6isesti teknisill\u00e4 reflektoijilla havaittiin rinnalla konseptuaalisen tason reflektointia ja konseptuaalisen tason reflektoijilla teknisen tason reflektointia. Ik\u00e4ryhmist\u00e4 eniten teknisen tason reflektointia tapahtui nuorimmassa ik\u00e4ryhm\u00e4ss\u00e4 ja konseptuaalista reflektointia vanhimmassa ik\u00e4ryhm\u00e4ss\u00e4.\nTutkimuksessa l\u00f6ydettiin yhdeks\u00e4n seikkailukasvatuksellisen toiminnan tekij\u00e4\u00e4, joita tutkittavat reflektoivat. Tutkittavien tapa reflektoida tekij\u00f6it\u00e4 vaihteli reflektiivisen ajattelun tason mukaan. Tekniset reflektoijat kirjoittivat teht\u00e4v\u00e4orientoituneesti, jo elettyihin kokemuksiin viitaten sek\u00e4 keskittyen kuvailemaan toimintaa, sis\u00e4lt\u00f6\u00e4 ja taitoja. Konseptuaalisen tason reflektoijat kirjoittivat keskittyen ymp\u00e4rist\u00f6\u00f6n, sis\u00e4lt\u00f6\u00f6n, niiden kontekstiin ja yksil\u00f6n tarpeisiin, yksil\u00f6n valintoja ohjasi oma tieto sek\u00e4 arvot ja kirjoituksissa n\u00e4kyi yksil\u00f6n oppimiseen liittyvi\u00e4 asioita. Tutkimuksen tulosten perusteella voitaisiin sanoa, ett\u00e4 tietyt seikkailukasvatukselliset toiminnan tekij\u00e4t voivat mahdollisesti toimia reflektiivisen ajattelun laukaisijana ja n\u00e4in toimia tukevina tekij\u00f6in\u00e4 yksil\u00f6n reflektiivisen ajattelun kehittymisess\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this Master\u2019s thesis was to study in which level of reflective thinking 18-26-old young adults, who have been taken part of adventure education program, operate and how the level of reflective thinking goes with the age. The aim was also to investigate if there is a connection between being a part of an adventure education program and reflective thinking. \nThis research was a qualitative research, and the phenomenological-hermeneutical approach was used to conduct the research. The research material was consisted of 18 writings. The data was collected from young adult groups of Mets\u00e4kartano\u2019s Nuotta-program during the time period of June 2020 - December 2020. The qualitative content analysis was made by using theory-based approach and theory-guided approach.\nThe study showed that subjects reflected either in technical or conceptual reflective thinking lev-els. Based on the study, reflective thinking in a dialectical level didn\u2019t appear. The study relived that reflective thinking can consists different levels of reflective thinking at the same time. The technical reflector was observed using conceptual level of reflective thinking and conceptual reflector was observed using technical level. The technical level reflection was found the most in the youngest age group and conceptual appeared the most in the oldest age group. \nThe study relived nine factors of adventure education program which were reflected by subjects. The way of reflection was depended on the level of reflective thinking. The way of writing with technical reflectors were task oriented and focused to describe on action, contents and skills. Conceptual reflectors were focused with surroundings, actions and the context what was created by them. Needs of individual were seen in text and one\u2019s behavior was guided by own knowledge and values. With conceptual reflectors there were also things that associated with individual learning. Based on the results of this research, there could be positive connection be-tween being a part of an adventure education program and individual\u2019s reflective thinking. With a consideration it could be said that specific factors and qualities in adventure education could act as a trigger for reflective thinking. These same factors could also have a supporting role when it comes to developing of individual\u2019s ability to do reflective thinking.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2021-05-26T12:30:12Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2021-05-26T12:30:12Z (GMT). No. of bitstreams: 0\n Previous issue date: 2021", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "110", "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": "fin", "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": "reflektiivinen ajattelu", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "fenomenologis-hermeneuttinen tutkimus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Reflektiivisen ajattelun tasot sek\u00e4 yhteys seikkailukasvatukselliseen toimintaan", "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-202105263224", "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": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "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": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "reflektio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "el\u00e4myspedagogiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "seikkailukasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "nuorisoty\u00f6", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kokemusoppiminen", "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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