Peruskoulun 5. –luokkalaiset tietokirjoittamista oppimassa : genrepedagogiikan anti oppilaiden tekstilajiosaamiselle
type: CreativeWork
description: The aim of this master's thesis was to implement a genre-pedagogical educational intervention with the 5th graders of elementary school and to look what kind of biological science reports they wrote before and after my genre-pedagogical intervention. I wanted to find out if the genre-pedagogical intervention would help the students to become better writers. I also wanted to find out how much the usage of sources was to be seen in their reports before and after the intervention. The aim was also to examine gender differences in writing as well as in the development in writing by using the genre-pedagogical intervention. This study was a qualitative research, in which I used the method of content analysis and specification. The data consisted of 26 biological science reports written by 5th graders. The study involved 13 students and each student wrote two reports, before and after the genre-pedagogical intervention. I went through the material by classifying the material considerations into categories based on the research questions and also by scoring the texts based on the scoring system developed in R2L – genre-pedagogical method. The results showed that the overall scores of the science reports increased on all the areas of the scientific text categories. The results also showed that the students leaned strongly on sources when writing biological science reports before the genre-pedagogical intervention. After the intervention the students used less paragraphs directly copied from the sources and used more of their own expressions. Review of the results showed that the girls scored higher than boys almost in all areas of the scientific text categories before the genre-pedagogical intervention. After the intervention the boys reached the same level with the girls in almost all of the text categories and thus the differences between the sexes narrowed.
abstract: The aim of this master's thesis was to implement a genre-pedagogical educational intervention with the 5th graders of elementary school and to look what kind of biological science reports they wrote before and after my genre-pedagogical intervention. I wanted to find out if the genre-pedagogical intervention would help the students to become better writers. I also wanted to find out how much the usage of sources was to be seen in their reports before and after the intervention. The aim was also to examine gender differences in writing as well as in the development in writing by using the genre-pedagogical intervention. This study was a qualitative research, in which I used the method of content analysis and specification. The data consisted of 26 biological science reports written by 5th graders. The study involved 13 students and each student wrote two reports, before and after the genre-pedagogical intervention. I went through the material by classifying the material considerations into categories based on the research questions and also by scoring the texts based on the scoring system developed in R2L – genre-pedagogical method. The results showed that the overall scores of the science reports increased on all the areas of the scientific text categories. The results also showed that the students leaned strongly on sources when writing biological science reports before the genre-pedagogical intervention. After the intervention the students used less paragraphs directly copied from the sources and used more of their own expressions. Review of the results showed that the girls scored higher than boys almost in all areas of the scientific text categories before the genre-pedagogical intervention. After the intervention the boys reached the same level with the girls in almost all of the text categories and thus the differences between the sexes narrowed.
author: Arestola, Mia
language: fin
keywords: R2L, kirjoittaminen, genrepedagogiikka, tekstilaji, tietoteksti, biologia, peruskoulu
date published: 2017
date modified: 2026-07-27T19:56:19Z
provider: University of Helsinki
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Helsingfors universitet

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10138/191196