Browsing by Subject "föreställningar"

The aim of this study was to explore the epistemologies and conceptions of learning upper secondary school students (13-15-year-olds), high school students and their teachers express, and to compare the differences of these epistemologies and conceptions between the three groups. The theory of this thesis is based on earlier research related to epistemologies and conceptions of learning that suggest that epistemologies and conceptions of learning evolve with education and age towards a more sophisticated view of knowledge and learning. The data for this pilot study was collected from a small region in Finland in November 2015. The participants; upper secondary school students, high school students and their teachers (N=380), answered an online survey with two-part Likert-type statements measuring various kinds of epistemologies and conceptions of learning (collaboration, valuing metacognition, deep approach, surface approach and certain knowledge). The data was analyzed through looking at correlations and comparing the results of the three groups using ANOVA. The results of this study partly confirm previous study results of differences in epistemologies and conceptions of learning. Differences between secondary school students, high school students and teachers did occur, older students as well as the teachers tended to have more complex views of knowledge and learning. However, the results of the high school students suggest that they valued certain knowledge too, which is considered a less sophisticated epistemology. The results also show that the teachers valued collaboration and metacognition, but that the students didn't experience these two epistemologies to be practiced in class.