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Browsing by Subject "leirikoulu"

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  • "En ymmärrä, miksi en lähtisi?" : opettajien käsityksiä leirikoulusta ulkomaille 
    Tavi, Semi (2020)
    The purpose of this master's thesis is to examine the perceptions of schoolteachers about the benefits and obstacles of a camp school abroad. Finland has long had a strong camp school culture, but despite the growing emphasis on international education in the national core curriculum for basic education (POPS 2014), not many camp schools have been arranged abroad. In the dissertation I open the concept of a camp school and related themes of global education, intercultural competence and experiential pedagogy. The study is a qualitative case study guided by the following research questions: What perceptions and experiences do teachers have about the benefits of a camp school abroad? What obstacles do teachers see for camp school abroad? The material was collected through e-mail interviews from ten teachers, five of whom had previously attended a camp school abroad. The interviews have been analyzed using data-driven content analysis. Based on the results, teachers’ perceptions of the benefits of a foreign camp school were divided into five main categories: academic skills, practical life skills, internationality, experientiality, and future-related skills. Teachers’ perceptions of barriers to a foreign camp school were divided into two main categories: fears and practical challenges.
  • "Eräjormailua ja tiimityötä” : joustavan perusopetuksen oppilaiden kokemuksia leirikoulusta oppimisympäristönä 
    Hiljanen, Johanna (2016)
    The targets. The aim of this research was to find out how the pupils in flexible basic education (JOPO) feel about the camp school as a learning environment. I examine the experiences the pupils have about a camp school which is based on experience pedagogy. I also explore the effect that the camp school has on the social atmosphere and grouping of the pupils. The camp school in flexible basic education is based on experience pedagogy and I try to find out how well is this pedagogy present in the pupils´ stories. Based on previous theory there are some goals where the camp school aims and the study is trying to find out if the experiences of the students are matching with those aims. The team spirit is supposed to grow while working together in challenging circumstances as is the self-esteem of the pupils as a result of overcoming difficulties. The experience pedagogy is planned to offer pupils experiences in nature and the aim is that the pupils´ responsibility of themselves and others develop during the camp school. The method. The target group of this study were two flexible basic education classes in southern Finland. I gathered the material for the research by interviewing three pupils as a group and by collecting writings the pupils wrote about the camp school they had attended to in autumn 2015. So the material consisted of eleven writings and one theme interview. I used content analysis when analyzing the material. The findings. The research showed that the team spirit grew within the JOPO class. Pupils learned to know and trust each other better. They had to take responsibility of themselves and others and they did it while learning some new surviving skills in camping in nature. There were some challenges during the heavy hiking week but the pupils overcome those challenges and had some feelings of success while doing it. The self-esteem got stronger at the same time. The camp school seemed to be both mentally and physically rough but it got the pupils closer together and the experiences were told to be positive. It seems that the flexible basic education camp school fulfills those expectations that are placed on it by theory.

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