Browsing by Subject "ilmiöoppiminen"
Now showing items 1-3 of 3
-
(2018)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.
-
(2020)This is a research on how the manifestation of critical thinking skills of secondary school students was supported in the different iterations of the Global Challenges phenomenom-based learning course. Phenomenom-based learning (PhBL) is one alternative on how to teach critical information gathering and processing skills – also known as knowledge building – which are vital in the modern society. The implemented models of PhBL, however, lack foundational research and they’ve been criticized to be a waste of time. This thesis introduces how PhBL can be carried out in a pedagogically meaningful way by utilizing the theories of project-based learning, inquiry-based learning and collaborative knowledge building. Three years of design work resulted in a research-based model on how to organize a PhBL course for secondary education. The model is justified and criticized in the framework of the national curriculum and previous research. This thesis follows the design-based research (DBR) protocol by describing the needs, different processes and the final product of the design. Research material was gathered from the Global Challenges course that was organized from 2017 to 2019 by Helsinki University Science Education Center for students of secondary schools. The gathered material is mostly qualitative, constisting of the course materials, participant observation carried out by the university students and narrative self-evaluations, course artefacts and summative feedbacks from the secondary school students. In the first iteration 10 out of 19 attending students were observed, whereas in the second iteration all seven attending students were observed. The observation reports of the first two iterations were subjected to empirical problem analysis. In the third iteration participant observation was no longer carried out, and all material consists of the course assignments that the 17 attending students submitted in to the created MOOC web-learning environment. The manifestation of the critical thinking skills on the secondary school students’ course assignments in 2nd and 3rd iterations were comparatively analyzed with The Vocabulary of Critical Thinking Skills (2009) by Phil Washburn. A successfull practice of phenomenom-based learning required well defined structure and guidance. The goals of the course were met only partially in the first iterations, because the freedom and fun didn’t motivate the students to invest in the knowledge building process. The elements implemented in the last iteration supported meeting the goals considerably more efficiently than the model of free knowledge creation. The manifestation of the critical thinking skills was connected to the ability to follow the structures modelled after the Progressive inquiry. The conclusion was that the structures of PhBL must be built up carefully, if they are to challenge the traditional subject learning model in a pedagogically meaningful way.
-
(2020)Pupils’ thoughts, experiences and knowledge about their local environment together with teacher’s pedagogical know-how bring new aspects to teaching. Development of geographical thinking, as well as environmental sensitivity and caring about nature is important. Also noticing that one’s own local environment is important brings new places and views to the class. Local environment has many possibilities.Research questions in this thesis are: 1. what kind of places pupils see as learning environments in their local environment, 2. how the use of diverse learning environments and enpowering pupils are shown in the Curriculum 2014 (Perusopetuksen opetussuunnitelman perusteet 2014), and 3. how can the pupils’ places and the curriculum be combined. I used participatory research in this thesis. Primary school students were co-researchers and experts on their own life and places in this thesis. This thesis researches places in local environment as learning environments.As a method I used Photo-talks (Pyyry 2015). Pupils took photographs of the places they had chosen and these photographs inspired the discussion in small group Photo-talks. The data in this thesis is both the Curriculum 2014 (Perusopetuksen opetussuunnitelman perusteet 2014) and the discussion data collected at the primary school.Supporting the pupils being active and influencing is strongly written in the curriculum. The curriculum 2014 sees pupils as capable individuals who have thoughts. Learning cooperation and interaction is important part of the curriculum. Cooperation between pupils and cooperation between pupils and the teacher increases motivation and makes finding inner motivation possible. In this thesis I think and discuss the possibilities of diverse places with the pupils. The pupils had many thoughts of the places in their local environment as learning environments.Teacher’s pedagogical planning and cooperation with the pupils is important when bringing the know-how thepupils have gathered in their free-time to school environment. Combining free-time and school considering pupils’ places may change the way the places are seen. Considering this it is important to take care that the idea and magic of the places don’t change too much. Pupils’ places can be used as learning environments at school in many ways both in the class room and at the place itself.The pupils’s thoughts and ideas cross the lines between school subjects. Phenomenon-based learning in different learning environments that by the time become more familiar to pupils, makes multidisciplinary and diverse thinking as well as relating and becoming attached to local environment and its places possible. Local environment becomes the web of places.
Now showing items 1-3 of 3