Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School

• 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
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci13050471

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.