Browsing by Author "Isotupa, Maria"

The aim of this study was to find out what kind of factors phenomenon-based learning is based on the teacher's experience. In the curriculum (2014) of the basic education, subject areas of teaching have been set up, which include content areas as well as transversal competence. In addition to subject-based instruction, it is necessary to seek out cross-curricular competence. The curriculum obligates the organizer of the education to guarantee at least one multidisciplinary module for each student during the school year. Phenomen-based learning is one pedagogical model for implementing this. Learning theory based on phenomenon-based learning and teacher experience in phenomenon-based studies have been studied in Master's theses (eg. Leppiniemi, 2016, Aho & Jurvelin, 2016), but the different elements that influence the implementation of a phenomenon-based learning process are still unclear. In addition to the theoretical background of phenomenon-based learning, my research is based on Vermunt's (1999) analysis of the interplays between student-regulation and the teacher-regulation. The aim of the study is to provide a picture of how phenomenon-based work supports the teaching of the curriculum's target areas, and what kind of factors the phenomenon-based learning is based on. The study is a qualitative and it was conducted as an empirical interview study. The data was acquired by theme interviews. Four (4) teachers, who have experience in phenomenon-based learning participated in the study. Data-based content analysis was used as the method for the analysis. The results of the research provide conceptual tools to support the work of teachers and to dismantle the current confrontation with the benefits and risks of implementing a phenomenon-based learning set.