Browsing by Author "Hopiavuori, Johanna"

In the national core curriculum published in 2014, the first section of the transversal competence is thinking and learning to learn. The purpose of this thesis is to examine, how the teachers who participated in the study support the development of thinking and learning to learn through a concrete model and mediated learning. In addition, the impact of the theory of mediated learning on the teachers' thinking is examined. Five primary school teachers and 20 students participated in the study. The data was gathered by observing lessons and interviewing both teachers and students. The methods used to analyze the data were content analysis and grounded theory. Three main goals were discovered in teaching thinking and learning to learn that were pursued by specific methods of mediated learning: 1) The student's independent thinking was enhanced by supporting and activating the student's thinking. 2) The awareness of one's thinking was developed by asking the student to explain or justify his or her thinking. 3) In order for the skills of thinking and learning to learn to become a permanent capital of the student, the skills were bridged from the lessons to reality. Based on the data material, the adopting of the theory of the mediated learning had had an impact on the teacher's thinking and pedagogic actions. The teacher's awareness of his or her own thinking and assumptions seemed to be important in supporting the students' thinking and learning to learn.