Development- and research-minded approach to work
| Structure Type: | Course |
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| Code: | KFG11BKIT01 |
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| Type: | Compulsory |
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| Level: | Bachelor |
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| Credits: | 3.0 points |
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| Responsible Teacher: | Hietaniemi, Elina |
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| Teacher Team: | Jokiranta, Kari |
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| Language of Instruction: | Finnish |
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Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| VANTYO-2013 |
1 spring |
3.0 |
2014-01-02 |
2014-07-31 |
| VANTYO-2014 |
1 spring |
3.0 |
2015-01-02 |
2015-07-31 |
Learning Outcomes
Students will learn to understand premises, special features and concepts of scientific knowledge in research and development. They will learn to analyse their view of the world and the foundation of their professional practice. Through the development of reflective thinking, students will be prepared to deal with issues of meaningfulness in work with the elderly. They will be introduced to development- and research-minded pproach to work and to its role in professional health and social field practice and services.
Student's Workload
78 hours
Contents
Central features and concepts in scientific thinking. Justice as a philosophical concept; its meaning in interaction in work with the elderly. Good life as a basic human problem. Research and development approaches. Roles of the researcher and developer.
Recommended or Required Reading
Papineau,D. (2010) Filosofia.
Heikkinen, H., Rovio, E. & Syrjälä, L. (toim.) 2006 Toiminnasta tietoon. Toimintatutkimuksen menetelmät ja lähestymistavat. Kansanvalistusseura. Availability: https://plari.amkit.fi/vwebv/search?searchArg1=toiminnasta+tietoon&argType1&sortBy=BUB_DATE_DESC=phrase&searchCode1=TKEY&combine2=and&searchArg2=&argType2=any&searchCode2=GKEY&combine3=and&searchArg3=&argType3=any&searchCode3=GKEY&year=2011-2013&yearOption=range&fromYear=2006&toYear=&location=all&place=all&type=all&language=all&recCount=25&searchType=2&page.search.search.button=Hae
Other current material.
Mode of Delivery / Planned Learning Activities and Teaching Methods
Lectures, discussions, reflection in groups
Assessment Criteria
Grade 5
Students have comperehesive knowledge of the contents as defined in the learning outcomes and they are able to contribute critically to discussion on the topic. In their study journal and during discussion, students demonstrate reflective thinking and development skills.
Grade 3
Students are able to take part in discussion on the topc and have command over basic concepts. They are able to evaluate their action from various perspectives and apply what they have learnt to elderly care practice.
Grade 1
Students are familiar with basic concepts pertaining to the topic. They follow instructions on writing the study journal and participate in lectures. During the course they have developed basic skills in scientific thinking.
Assessment Methods
Keeping a study journal, active classroom participation
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