Browsing by Subject "concepts of learning"

Objectives. This thesis was made in cooperation with the Finnish National Board of Education (FNBE). The thesis aims to reply to the need for indepth information on the chapter of the concepts of learning in the outline of the general guidelines of the Finnish national core curriculum 2014 (POPS). Different concepts of learning have a significant effect on the everyday work of teachers. Therefore it is essential how the concepts of learning are presented in the core curriculum, which guides the teachers work. This study examined on which concepts of learning the POPS 2014 outline chapter of the concepts of learning is actually based on. In addition, this study discovered where education providers thought the above mentioned chapter had succeeded and where they considered it to be in need of improvement. The study is based on the literature of both didaktik and different concepts of learning. This way it is possible to stimulate discussion on the meaning of the concepts of learning in the everyday teaching-studying-learning process. Methods. The research data of this qualitative case study consists of the chapter of the concepts of learning in the outline of the general guidelines of the POPS 2014. The other part of the data consists of the feedback, given by 65 providers of education, on the above mentioned chapter. The feedback was gathered at the end of the year 2012 by the FNBE. The concepts of behavioristic, social, humanistic and constructivist learning were sought through theory-based content analysis from the chapter, which was subsequently grouped into themes. These themes were used in the analysis of the open-ended answers, which were given by the providers of education. Results and conclusions. The POPS 2014 outline chapter of the concepts of learning was found to be in part both constructivist (individual and social) and humanistic. The outline represents a learner-centered view, where the student's metacognitive skills, different learning strategies and the meaning of interaction play an important role in learning. The education providers saw success in the chapter's views of the active student and the meaning of interaction as well as social learning in the learning process. Need for improvement was seen in clarifying concepts (e.g. interaction, learning to learn, learning strategies) as well as the roles of the teacher, student and teaching. When developing the curriculum it is recommended to note the unclear concepts, the social learning theory and the theory of didaktik - what are the teacher's and student's roles in the teaching-studying-learning process?