Kunstide ja tehnoloogia õpetaja magistritööd. Teacher of Arts and Technology master's theses

Selle kollektsiooni püsiv URIhttps://hdl.handle.net/10062/82674

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Nüüd näidatakse 1 - 20 99

Tehnoloogiaõpetuse füüsiline õpikeskkond ja turvaline õppetöö
(TÜ Viljandi Kultuuriakadeemia, 2024) Volens, Maret; Soobik, Mart, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Õpetajate arusaam projektõppest ja selle rakendamine Eesti põhikoolides
(TÜ Viljandi Kultuuriakadeemia, 2024) Viilup, Kertu; Altpere, Keret, juhendaja; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
The master's thesis provides an overview of contemporary contsept of learning, the basic statmements of project-based learning, and the teacher's role in implementing project-based learning in school. The aim of the research was to determine teachers' understanding of project-based learning as one of the active learning methods and how much and in what ways teachers use it in schools. It also aimed to investigate factors that promote or hinder the use of project-based learning. The study revealed that teachers' understandings of project-based learning varied, but generally, project-based learning was seen as an active endeavor by students, involving various activities and requiring the application of various competencies, with a specific practical outcome. As a result of the study, it can be said that project-based learning is rarely used in schools, and the main inhibiting factor in its implementation is cited as a heavy workload and resulting lack of time
Laulukirjutamisele ja muusikaproduktsioonile keskenduva gümnaasiumiastme valikaine väljaarendamine: tegevusuuring
(TÜ Viljandi Kultuuriakadeemia, 2024) Vask, Kelly; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Although the national curriculum for upper secondary schools states that, among other activities, students are able to play and create music during music lessons, the reality is that currently, our music lessons are mostly music history based. However, multiple studies show that students are interested in active music making and creating, so much so that a lot of young people are currently teaching themselves to write music with digital tools. The aim of this thesis was to create and conduct a songwriting and music production elective course for upper secondary school that would also support the learning outcomes of the music subject in the national curriculum for upper secondary schools. The author of the thesis conducted two cycles of action research in Rakvere State secondary school with the students of G1 study groups – 22 students selected the elective course on the first year and 26 students the second year. All students passed the course and the final project – original self-produced songs – were well-sounding and instrumentally well thought-out regardless of students’ earlier experiences in music. According to students’ feedback, they were overall happy with the course and their own progress, but suggested to bring in producers from different genres as guest lecturers. They also suggested to change the web-based digital audio workstation to a more professional software. Based on the author of the thesis’ experience and the students’ feedback, a list of suggestions for the future was created.
Tehnoloogiaõpetuse õppematerjal põhikooli 4. klassi muukeelsetele õpilastele
(TÜ Viljandi Kultuuriakadeemia, 2024) Vangonen, Larissa; Soobik, Mart, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Study material of Technology education for the 4th year non-native students in Primary school. The aim of the master's thesis was to prepare technology education teaching material for teaching non-native speaking students of the 4th year in Primary school. The preparation was based on the National Curriculum and the principles of integrated subject and language learning. During the whole research of this master's thesis, there were identified the needs of technology education teachers while teaching non-native children, all teaching materials were tested in classes and the feedback was received from students and reviewers.
Tehnoloogiavaldkonna õpetajate valmisolek õppekava muudatusteks
(TÜ Viljandi Kultuuriakadeemia, 2024) Unt, Kristel; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Õpiobjekti loomine III kooliastme kodunduse tundide rikastamiseks
(TÜ Viljandi Kultuuriakadeemia, 2024) Teppan, Katre; Jürimäe, Maria, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
The research problem of the present master thesis derived from the fact that there is lack of teaching resources intended for use in home economics classes for second and third school level students. The aim of the thesis was to design an educational game for teaching the topic “Bread”, which would motivate students to participate actively and acquire new knowledge on the subject. The educational game was tested with the target group and looked at the changes instudents' motivation to engage in class activities and at the effectiveness of the game to obtain new knowledge. Moreover, feedback on suitability of the teaching material was gathered from experienced home economics teachers in order to gain new insights in improving the play-based learning tool. The theoretical part gives an overview about play-based learning. The game creation process is described by ADDIE model. On the basis of the feedback received from students and teachers, the results part analyses the suitability of the learning tool to the target group, the efficiency of the game to make students understand the content and acquire new knowledge as well as students’ motivation to participate in a class exercise. The master thesis explores to what extent students are interested in the study topic before and after the lesson; it presents students’ evaluation on acquiring the lesson content and new knowledge on the basis of the learning tool used in the class and it provides teachers’ assessment on the suitability of the educational game for use in home economics classes with third school level students. The results showed that the game served the study purpose, students were engaged, active and gained new knowledge. The expert teachers claimed that the game is useful while carrying out home economics classes
Metoodilise abimaterjali väljatöötamine eelkooliealiste laste tantsuõpetuse õpetajate toetamiseks
(TÜ Viljandi Kultuuriakadeemia, 2024) Raudnagel, Kristiin; Sööt, Anu, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Development of a Methodological Aid for Supporting Preschool Dance Teachers. The teacher's knowledge about the nature of dance education, age-appropriate skills with developmental abilities and the coherence of these two plays an important role in the dance education of preschool students. Currently there is a lack of guidance in Estonian language based literature supporting the dance education of preschool students, which would coherently combine both children's developmental abilities and age-appropriate skills as well as the specifics of dance teaching. One of the aims of this research was to determine the need of supporting methodological aid among dance teachers. The research revealed that 1) the necessity of methodical aid for dance education of preschool children is perceived, 2) the methodological aid should include detailed content, structure of lessons with activities, sample exercises and instructional tips, segmented by age groups. As a result of the research a methodological aid material was developed to support dance teachers of preschool students. The developed methodological aid was evaluated by a specialist in dance education and an expert in the preparation of curricula.
Algaja käsitöö- ja kodunduse õpetaja kohanemise ja professionaalse arengu toetamine üldhariduskoolides
(TÜ Viljandi Kultuuriakadeemia, 2024) Rahnel, Kirke; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
The first years of a beginner teacher tend to be challenging and maintaining their positions can be difficult. It is important to understand the support and guidance that beginner teachers need to ensure optimal professional development. There are efforts to increase the attractiveness of becoming a teacher, and by providing new teachers with additional support, young professionals can feel more confident in their roles and derive pleasure and happiness from teaching. The objective of this master’s thesis was to research the support frameworks of new handicraft teachers at the primary and middle school levels and to examine the factors that help and prevent adaptation to their new roles. The research project utilised a qualitative methodology and was conducted on eight beginner handicraft teachers with three or fewer years of experience. The data was collected through semistructured interviews that explored individual motivations for teaching handicrafts, analysed support frameworks that assisted integration and collected recommendations for future support methods. The research found that beginner teachers need more support from management and colleagues. Specifically, additional mentorship from teachers in the same field would be beneficial. Additionally, there is often a lack of teaching materials and teachers feel that their training should better prepare them for difficult situations.
Edasiliikumisoskuste omandamise toetamine alushariduse liikumisõpetuse tundides
(TÜ Viljandi Kultuuriakadeemia, 2024) Mändma-Orasmaa, Leanika; Sööt, Anu, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Supporting locomotor skills acquisition in movement education of pre-school institution. The aim of this study was to find out how does focusing on one locomotor skill in one lesson support acquiring locomotor skills and how does using accompanying music in movement education support acquiring locomotor skills. The focus of this study are the following locomotor skills: walking; running; jumping; marching, step-hop and skipping; galloping. Action research method was employed. The data was collected by teaching movement lessons in pre-school institution in which the aim of one lesson was to focus on acquiring one locomotor skill. Accompanying music was composed based on the specifics of a locomotor skill which was then used as a helping tool in the second lesson in which the content did not change. The results refer that focusing only on one locomotor skill in one lesson support acquiring locomotor skills and knowledge. Using observation and feedback in learning process help children to use their skills and knowledge outside of the classroom as well. Using proper accompanying music in pre-school movement education lessons helps children to focus on the activities and supports acquiring locomotor skills, illustrating the important parts of the skill. The use of music does not always motivate children. Music cannot dominate, it has to be used as a modest assistant in acquiring locomotor skills.
Õpilaste kaasamine hindamisprotsessi käsitöös põhikooli III kooliastmes
(TÜ Viljandi Kultuuriakadeemia, 2024) Mäe, Tiia; Jürimäe, Maria, juhendaja; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Involvement of students in the evaluation process in handicraft in the third grade of basic school. Evaluating learning outcomes in handicraft is difficult because there are many guidelines and principles, in addition there exist no uniform evaluation systems as well. Based on this, the aim of current Master's thesis is to create, in cooperation with the students, a sample evaluation model in handicraft in the third grade of basic school. Traditionally the assessment is teacher-centered. Based on the principle of the modern approach to learning, the involvement of students in the evaluation process is crucial. In the case of a non-inclusive student evaluation system, the student's self-assessment skills remain undeveloped and the student's self-development is not supported. In Estonia, there has been little research into the involvement of basic school III grade students in the evaluation process and its impact on the learning process and learning outcomes.
Õpetaja tegevusvõimekuse avaldumine põhikooli riikliku õppekava muutustega toimetulekul - tehnoloogiaõpetajate tüpoloogia
(TÜ Viljandi Kultuuriakadeemia, 2024) Lainoja, Leho; Roos, Liana, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Alates 2023. aasta sügisest kehtib Eesti põhikoolides uuendatud tehnoloogiaõpetuse riiklik õppekava. Varasema täpsemalt määratletud õpitulemuste ja aine sisuga võrreldes annab uus õppekava õpetajatele suurema otsustusvabaduse. Uuring tuvastas kolm tehnoloogiaõpetuse õpetajate tüüpi: arengut väärtustav, autonoomne ja loov muutuste elluviija, muutustesse kriitiliselt suhtuv, kuid kohanev praktik ja muutustes tugevat toetust vajav passiivne ellujääja. Uuringus välja töötatud õpetajate tüpoloogia aitab mõista, kuidas erinevad õpetajatüübid reageerivad õppekava muudatustele. Professionaalne tegevusvõimekus haridusmuudatuste elluviimisel on seotud varasemate kogemuste ja positiivse ning toetava koolikultuuriga. Uuring kinnitab, et õpetajate tegevusvõimekus on haridusmuudatuste tõhusa rakendamise võtmetegur
Lapitehnika töövihiku koostamine III kooliastmele ning täiskasvanute hobiõppeks
(TÜ Viljandi Kultuuriakadeemia, 2024) Laansalu, Liina; Lehis, Maret, juhendaja; Matsin, Ave, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Instrumendiõppe õppematerjali looja enesetõhususe rakendamine õppematerjali koostamisel
(TÜ Viljandi Kultuuriakadeemia, 2024) Kullamaa, Greete; Sulamanidze, Themuri, juhendaja; Kõlamets, Lauri, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
The aim of this master's thesis was to investigate the manifestation of the self-efficacy construct in the preparation of musical instrument teaching material. The author of the paper was looking for answers to the questions: "to what extent do the compilers of instructional materials for instrument teaching apply parts of the self-efficacy construct in the preparation of educational materials?" and "which parts of the self-efficacy construct are mostly applied in the preparation of educational material?" The study was conducted with three musical instrument teachers who have published educational material. Semi-structured interviews were held with them. This work used a qualitative research method and inductive or also known as open coding. Interviewed creators of teaching materials for instrument learning described the parts of the self-efficacy construct using the example of the teaching material that appeared in their print and gave an overview of the parts of the self-efficacy construct
Kunstivaatluse läbiviimine Eesti koolieelsetes lasteasutustes
(TÜ Viljandi Kultuuriakadeemia, 2024) Kudrjavtseva, Maria; Viirpalu, Piret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Conducting of art observation in Estonian preschool children’s institutions. This thesis’ main focus is Estonian preschool kindergarten groups. Theme selection arose from a request from an Estonian kindergarten – I got requested to do illustrated posters, which could be used for art observation, so I got interested in the art observation topic. After speaking to my supervisor, we reached a conclusion that I could research what is the current state with art observation in Estonian kindergartens and what additional material do kindergarten teachers need to better facilitate the art observation process. In my study I also got to know how frequently do Estonian kindergarten art teachers conduct art observation, if ever.
Lõimingulise õppe positiivsed ja problemaatilised aspektid Tartu Forseliuse kooli näitel. Analüüs ja soovitused lõimingu edukamaks rakendamiseks
(TÜ Viljandi Kultuuriakadeemia, 2024) Krüüner, Kadri; Viirpalu, Piret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
"Positive and problematic aspects of integrative learning in Tartu Forselius School. Analysis and recommendations for more successful implementation of integration." Integrative learning is a target unit of the new national curriculum for primary schools. The theoretical part of this thesis provides an overview of the concept of integration, its different types, the links between multi-intelligence and learning, the problems associated with integration and the role of cooperation in the collective. The qualitative, exploratory part focuses on the perceptions of 12 TFK teachers on integration. The results of the interviews revealed that integration projects have a positive impact on students' more effective learning and holistic development, as well as on teachers' self-esteem, collaboration and knowledge. The study found that leadership and collaboration in schools are key to the implementation of integration. In the context of integration,artificial integration, the time factor, inclusive classes and shortcomings in national regulations were seen as problems. Schools and teachers who have not yet dared to implement integration are advised to find the time to work together, to start with small projects, to learn from the experiences of others and to attend training courses.
Kirjandusteose peateema põhjalikum mõistmine läbi lõimimise ja protsessdraama Tartu Raatuse Kooli 7. klasside näitel
(TÜ Viljandi Kultuuriakadeemia, 2024) Kosk, Kadri; Peep, Lennart, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Understanding the main topic of literary fiction through curriculum integration and process drama. An action research carried out among the 7th graders of Tartu Raatuse School. Unfortunately drama pedagogy is not a usual part of the Estonian educational system. It is a subject that supports students’ growth as a whole, contributing to the development of self-expression, teamwork and confidence in a safe environment. The citizens of our future societies need to be ready to adapt to different situations, so we have to raise creative people. Drama is perfect for integration with other subjects. The action research at hand involved the integration of literature, drama and art lessons of 4 classes of 7th graders. The 60 students included were all from Tartu Raatuse School.
Digivahendite kasutamine käsitöötundides: võimalused ja väljakutsed õpilaste digipädevuse arendamiseks õpetajate kogemuse põhjal
(TÜ Viljandi Kultuuriakadeemia, 2024) Kõverik, Riina; Rannastu-Avalos, Meeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
The main goal of this theses is to determine which digital tools, web-based solutions and digital study materials teachers are using for teaching handicrafts, how they are integrating these tools while teaching, and to identify the main obstacles they are facing. In addition, the thesis analyzes the digital skills taught to and developed by students, based on the model of digital competence. The study was conducted mainly based on a quantitative model using data collected from a questionnaire, but also integrates some qualitative elements. It was discovered that handicraft teachers are mainly using traditional digital tools, and that mobile phones have become important tools to diversify educational activities. The chosen digital tools are typically based on personal experience to convey the content of the subject, using educational videos, images, and presentations. The most popular platforms are Pinterest and YouTube. A lack of time, availability of modernized digital materials, the teachers’ own attitude to digital tools, and the lack of technical specialists in schools were identified as impeding factors. Leveraging the digital copetency model, handicraft class teachers develop students’ skills most in searching, browsing and filtering data, information and digital content, followed by communicating using digital technology, and creating digital content. The least taught skill is programming.
Esmakursuslaste küberturvalisuse teadlikkus ja suhtumised kolme eesti kõrgkooli näitel
(TÜ Viljandi Kultuuriakadeemia, 2024) Jaska, German; Rannastu-Avalos, Meeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Cybersecurity awareness and attitudes among first-year students: a case study of three Estonian higher education institutions. In today's rapidly advancing technological landscape, the ubiquitous integration of technology into daily life significantly heightens the relevance of cybersecurity. This master's thesis delves into evaluating the level of cybersecurity awareness and attitudes among first-year students at three prominent Estonian universities. The objective of this research was to analyze students' self-assessment concerning their knowledge and perception of cybersecurity principles and risks, as well as their attitudes towards the importance of cybersecurity and their role in ensuring digital security. A particular focus was placed on the utilization of smart devices, which are integral to students' everyday activities.
Õpetajate arvamused kaasava hariduse rakendamisest käsitöö ja kodunduse tundides
(TÜ Viljandi Kultuuriakadeemia, 2024) Järvesaar, Aili; Remmik, Marvi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
Teachers' opinions on the implementation of inclusive education in crafts and home economics classes. Inclusive education is a forward-looking approach that prepares students to cope in a diverse world. By creating an environment where every student feels accepted and supported, we can foster an education system that cares for all its members. Inclusive education aims to ensure that all students, regardless of their abilities or special needs, can fully participate in lessons. In connection with the implementation of inclusive education in general education schools, the research problem of this master's thesis is to find out the opinions of handicraft and home economics teachers about the effective implementation of the principles of inclusive education in handicraft and home economics lessons, developing the manual skills of all students according to their individual abilities.
Valik tekstiilipõhiste kompositsiooniülesannete ideekaarte põhikooli II ja III kooliastme käsitöötundideks
(TÜ Viljandi Kultuuriakadeemia, 2024) Illus, Siegrid; Smitt, Katri, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja
A selection of idea cards for textile-based composition tasks for basic school craft lessons of the II and III school levels. The aim of the research of the master's thesis was to find out the current state of composition-related learning materials for the II and III school levels, as well as the need for textile-based composition-related learning materials in the craft subject. Based on this, two research questions were raised in the work: What composition-related learning materials are found in the second and third-grade crafts subject? What kinds of teaching materials about composition topics do craft teachers miss the most?

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