Browsing by Subject "kehittämistutkimus"

Interdisciplinary studies are currently an important topic in education. One reason behind this is the idea that students should learn 21st century skills, such as critical thinking, communication and problem-solving skills for their future careers. Interdisciplinary education has also been shown to increase students’ interest towards natural sciences. Furthermore, organizing cross-curricular learning units has become compulsory at a curricular level in Finland and other countries. Project-based learning is a widely supported teaching method in which learning is organized around projects. It is also a natural method to carry out interdisciplinary learning units. Project-based learning is usually defined by its characteristic features, and its successful implementation requires the teacher to have a good knowledge of them. However, these characteristics tend to be unknown for teachers. Research has also shown that teachers’ conceptions of what interdisciplinary education and project-based learning are, tend to vary. As such, it has been noted in the literature that there is a need to offer training and materials for the implementation of interdisciplinary and project-based learning for in-service teachers. Although MOOCs (Massive Open Online Courses) have a lot of potential as a means of professional development, they are rarely planned to serve primarily as in-service teacher training. Empirical research into their design is also scarce. The main aims in this study were to 1) provide more information about interdisciplinary education within biology education 2) develop a MOOC for the professional development of biology teachers on the topic of interdisciplinary education and project-based learning. In addition to that the study aimed to develop the StarT programme of LUMA Centre Finland. The study was carried out as design-based research. The main research question that directed the design process was: what should a MOOC that supports teachers to carry out interdisciplinary project-based learning within the theme “nature and environment” in biology be like? Nature and environment was chosen as the context of the study as from the perspective of biology education it offers an important and current topic for interdisciplinary project units. The main research question was approached through a theoretical and empirical problem analysis. Theoretical problem analysis focused on researching the question in earlier literature, and the empirical problem analysis was carried out as a case study in which qualitative data was studied through deductive content analysis. The materials studied in the empirical problem analysis were project-based learning units of comprehensive schools and high schools. Their project units were studied through the following research questions: 1. How did teachers and students carry out the characteristics of project-based learning in the context of the theme nature and environment in biology? 2. How is biology taught in an interdisciplinary way in the theme nature and environment? The first question was studied through the characteristics that were identified for project-based learning in the theoretical problem analysis, and the second by looking at which subjects collaborated with biology, how the collaboration was carried out and how the learning communities experienced it. The goal was to find a) challenging characteristics of project-based learning and interdisciplinary education that should be considered the design of the MOOC b) good examples from the studied learning communities to be shared on the MOOC. The study subjects consisted of 12 learning communities who had participated in the international StarT programme of LUMA Centre Finland. In accordance with earlier studies, also the subjects of this study struggled especially with driving questions, the unity of the project activities and in using the projects as a means to learn central contents. Scientific practices were visible well apart from students’ questions, but it could not be defined how strongly student-led the inquiry was. The connection between instructions of StarT and the characteristics of project-based learning that were well represented in the materials seemed evident: collaboration, sharing results, end products and using technology were all visible throughout the analyzed learning communities. However, the materials offered little information about how the collaboration between different subjects was carried out in practice. The study indicated also that students and teachers paid attention to different aspects of the learning taking place in project-based learning, and that teachers might include topics of certain subjects into the project units without realizing it. This should be further researched, however. The issues identified in the problem analyses were used to design an international MOOC that is suitable especially for biology teachers. The course ”Project-based learning and the theory behind it – create your own project!” was created on the Moodle-platform of the University of Helsinki. In addition to this, a phased model for creating professional development in a situation where the studied materials can be used both to direct the design process and as materials on the course was created. The framework that was created for the analyses in this study can also be further used and developed to study how characteristics of project-based learning are represented in other cases where teachers’ and students’ project units are being studied. The study provided also new information about what is possible and feasible to study from the materials of StarT. New information was provided also of the project-based learning that takes place at the schools of the StarT participants, as they have not been researched from the perspective of the characteristics of project-based learning earlier.