Investigating the characteristics of knowledge-related learning assignments in upper secondary school
Ilomäki, Liisa; Lakkala, Minna; Muukkonen, Hanni; Paavola, Sami; Toom, Auli (2023-05-04)
Ilomäki, L., Lakkala, M., Muukkonen, H., Paavola, S., & Toom, A. (2023). Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School. Education Sciences, 13(5), 471. https://doi.org/10.3390/educsci13050471
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
https://urn.fi/URN:NBN:fi-fe2023052246094
Tiivistelmä
Abstract
This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching practices were theory-based, and the subcategories and the levels of intensity were based on qualitative analysis of the data. The most common categories were Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity of collaboration, Cross-fertilisation, and Information practices. The least common categories were Cross-fertilisation, Process-like emphasis, and Object-orientedness. Cluster analysis produced three groups: Open and challenging assignments with guidance and support (eight cases), Demanding assignments without support (seven cases), and Well-defined, teacher-directed assignments (15 cases). Assignments of the first type support students’ knowledge-related competencies the best. The second type of assignment is demanding because students work independently with limited support for challenging assignments. Assignments of the third type were well-structured and teacher-centered assignments.
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