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...

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Bibliographic Details
Published in:Education sciences 2023-05, Vol.13 (5), p.471
Main Authors: Ilomäki, Liisa, Lakkala, Minna, Muukkonen, Hanni, Paavola, Sami, Toom, Auli
Format: Article
Language:English
Subjects:
Analysis
classroom practices
Collaboration
digital technology
Educational technology
Experiential Learning
High schools
Learner Engagement
Learning
Lifelong Learning
Physical Education
Reading Skills
school
Secondary Education
Secondary school students
Teachers
Teaching
Teaching Methods
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Summary: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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13050471