Browsing by Subject "laaja-ajalainen osaaminen"

Civics became a primary school subject in the new 2014 Finnish National Core Curriculum. This is a significant change, because civics was not included in earlier versions of the curriculum until upper comprehensive school, where it was taught alongside history (history and civics). Now, civics is a separate subject from the 4th grade onwards. In the curriculum reform, the student is considered to have a more central role as a learner than before, which should be reflected in teaching methods. At the same time, educators should also pay attention to the student's overall development. In the new curriculum this goal is referred to as transversal competence, in line with the Basic Education Act under which the mission of basic education is to contribute to civilization. Multiple major changes in the curriculum form a very complex whole. In the end it is the teacher who decides how civics is taught and how subject-specific goals as well as goals related to transversal competence are taken into account. The theoretical framework of this study indicates that civics-related themes were important in primary school even before the 2014 curriculum. The guidelines for teaching civics are precise as such but they are also broad and open to interpretation. The dynamic between the curriculum and teaching civics in practice and was examined through a qualitative case study. The case study was conducted in a primary school in Helsinki. The main focus was the work of two teachers who teach civics. The goal was to investigate how they choose their teaching methods under the 2014 curriculum and what their insights about the significance of civics as a primary school subject are. The research material was approached by content analysis. According to the results of the study, teachers take into account the policies of the curriculum while emphasizing their professional skills to carry out the teaching work. This applies to the themes explored in civics as well as the teaching methods employed. Central themes in civics include democracy, participation in civil society and life skills. These issues are explored especially through discussion and drama, but traditional teacher-led strategies are used as well.

According to the 2014 curriculum for basic education, civics has a status as an independent subject. In addition, the subject begins already in the 4th grade. The purpose of the thesis is to clarify the status of the subject in earlier curriculums beginning from the 1925 curriculum. Also the goal is to observe the dynamics between aims and transversal competence from the teach-ing methods point of view. The study is done by a source based analysis. The focus is in the nature of a curriculum as a document and in the status of civics as part of the curriculum. The entity is valuated and inter-preted through curriculum theory, didactic of civics and cultivation. The results show that civics has been part of curriculums thematically before – also in lower classes. Society related questions have been important, even though civics hasn’t formally been an independent subject. Especially the Finnish version of civics as part of social studies affirms the discovery. In other words, the change in the 2014 curriculum concerning civics is smaller than expected. The relation between aims and transversal competence is diverse and manifold. For example, some content of instruction of civics highlights compared to aims that also are emphasized differently. There are methods for teaching single aims in order to achieve transversal competence in principle endlessly. It seems that it would be interesting to continue the research by making a study about how to evaluate learning among civics. Also a case study about the methods of teaching could be informative.