Browsing by Author "Ojalainen, Sampsa-Tapio"

Goals. The purpose of this thesis was to examine the implementation of phenomenon-based learning in upper secondary school. The students’ own active learning processes are at the core of phenomenon-based learning as they study phenomena that go beyond the boundaries of the traditional school subjects. The theoretical framework of the study was based on the activity theory and the model of expansive learning. As different activities collide, they cause varying degrees of contradictions and needs for changes. The present study examined, what kind of contradictions, need states, and possible solutions can be identified in theme studies pilot in which the phenomenon-based learning was implemented. Methods. The participants in the study were upper secondary school teachers who conducted phenomenon-based learning during the pilot period. The material was collected by theme interviews and content analysis was used to identify salient themes. The analysis focused on identifying categories of change and contradictions in them based on the expansive learning cycle and the activity theory. Results and Conclusions. Three categories were identified, in which the contradictions emerged. In the category ‘selecting the relevant phenomena’ contradictions between the phenomena and the other goals of upper secondary school appeared. In the category ‘co-operation’ contradictions existed between the shared rules and the autonomy of teachers. The various forms of cooperation were to be continued also in the future. In the category ‘emphasizing the active role of the student’ contradictions emerged especially in guiding students with different skill levels. Consequently, the teachers recognized the need to develop new pedagogical guiding methods. The results show in particular the contradictions between the phenomenon-based learning period and other activities of the upper secondary school.