Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School
This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-05-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/5/471 |
| _version_ | 1797436138875518976 |
|---|---|
| author | Liisa Ilomäki Minna Lakkala Hanni Muukkonen Sami Paavola Auli Toom |
| author_facet | Liisa Ilomäki Minna Lakkala Hanni Muukkonen Sami Paavola Auli Toom |
| author_sort | Liisa Ilomäki |
| collection | DOAJ |
| description | This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching practices were theory-based, and the subcategories and the levels of intensity were based on qualitative analysis of the data. The most common categories were Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity of collaboration, Cross-fertilisation, and Information practices. The least common categories were Cross-fertilisation, Process-like emphasis, and Object-orientedness. Cluster analysis produced three groups: Open and challenging assignments with guidance and support (eight cases), Demanding assignments without support (seven cases), and Well-defined, teacher-directed assignments (15 cases). Assignments of the first type support students’ knowledge-related competencies the best. The second type of assignment is demanding because students work independently with limited support for challenging assignments. Assignments of the third type were well-structured and teacher-centered assignments. |
| first_indexed | 2024-03-09T10:58:14Z |
| format | Article |
| id | doaj.art-6d38f9c7b67e4bbe9e51cc42db5cf35c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T10:58:14Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-6d38f9c7b67e4bbe9e51cc42db5cf35c2023-12-01T01:29:13ZengMDPI AGEducation Sciences2227-71022023-05-0113547110.3390/educsci13050471Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary SchoolLiisa Ilomäki0Minna Lakkala1Hanni Muukkonen2Sami Paavola3Auli Toom4Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandFaculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandFaculty of Education and Psychology, Learning and Learning Processes Research Unit, University of Oulu, 90014 Oulu, FinlandFaculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandCentre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, FinlandThis study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching practices were theory-based, and the subcategories and the levels of intensity were based on qualitative analysis of the data. The most common categories were Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity of collaboration, Cross-fertilisation, and Information practices. The least common categories were Cross-fertilisation, Process-like emphasis, and Object-orientedness. Cluster analysis produced three groups: Open and challenging assignments with guidance and support (eight cases), Demanding assignments without support (seven cases), and Well-defined, teacher-directed assignments (15 cases). Assignments of the first type support students’ knowledge-related competencies the best. The second type of assignment is demanding because students work independently with limited support for challenging assignments. Assignments of the third type were well-structured and teacher-centered assignments.https://www.mdpi.com/2227-7102/13/5/471digital technologyschoolteachinglearningclassroom practices |
| spellingShingle | Liisa Ilomäki Minna Lakkala Hanni Muukkonen Sami Paavola Auli Toom Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School Education Sciences digital technology school teaching learning classroom practices |
| title | Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School |
| title_full | Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School |
| title_fullStr | Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School |
| title_full_unstemmed | Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School |
| title_short | Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School |
| title_sort | investigating the characteristics of knowledge related learning assignments in upper secondary school |
| topic | digital technology school teaching learning classroom practices |
| url | https://www.mdpi.com/2227-7102/13/5/471 |
| work_keys_str_mv | AT liisailomaki investigatingthecharacteristicsofknowledgerelatedlearningassignmentsinuppersecondaryschool AT minnalakkala investigatingthecharacteristicsofknowledgerelatedlearningassignmentsinuppersecondaryschool AT hannimuukkonen investigatingthecharacteristicsofknowledgerelatedlearningassignmentsinuppersecondaryschool AT samipaavola investigatingthecharacteristicsofknowledgerelatedlearningassignmentsinuppersecondaryschool AT aulitoom investigatingthecharacteristicsofknowledgerelatedlearningassignmentsinuppersecondaryschool |