Browsing by Author "Lappi, Pauliina"

Goals. The intention of the research was to examine the conceptions of learning in the Finnish National Core Curriculum 2014 and which factors are seen important in learning in the curriculum. The intention was explicate how these factors of learning are conceptualized and what curriculum possibly leaves unarticulated in relation to learning. Methods. The object of my research was the Finnish national core curriculum 2014. The research was conducted as theory-driven content analysis, where I categorized the data to themes related to learning that were constructed abductively in an analytical process between reading of learning theories and analysing the core curriculum text. Results and conclusions. As a result the research represents a reconstruction of the conceptions and elements of learning that the national core curriculum 2014 leans. Eleven factors were associated to learning, and these form a basis for the conceptions of learning onto which the curriculum is based on. These factors were active agency, joy of learning, functionality, experiential learning, collaborative learning, exploratory working, creativity, critical thinking, sustainability, competence and autonomy. However the curriculum brings out these factors of learning from a restricted point of view. I perceived in light of my abductive analysis five issues that the curriculum does not mention or deal with. These are 1) the curriculum leaves undefined the concept of agency, 2) the curriculum does not refer to negative feelings and aspects related to learning, 3) the curriculum encourages to persistence in learning, but does not talk about how to support such efforts in learning, 4) the curriculum encourages to collaboration in learning but does not talk about how to support working together and sense of togetherness, 5) the curriculum leads teacher to encourage students to creativity, but does not talk about how to support creativity in learning. I perceived that the curriculum describes things, that teaching should produce, but it doesn’t offer tools to carry them out. It is also problematic, that the curriculum describes some of the factors associated to learning from certain point of views, when understanding of these factors will be slight and concrete execution will be challenging.