Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school

Merja Kuisma, Ilkka Ratinen

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Abstract

Cross-curricularity is being implemented in the upper secondary school curriculum reform in Finland. This study investigates changes in conceptual constructs when studying humans and humanity from the points of view of six school subjects (biology, physics, physical education, philosophy, psychology and arts) in a pilot study unit. We found evidence of changes in conceptual constructs with vast individual differences. Learners with a mastery goal orientation manifested conceptual change, belief revision and threshold concepts the most. “Learning deepened by autonomy” was the dominant narrative in the students’ narrative interviews. Two counternarratives, “struggling with motivation and schedule” and “active communicator with poor effort regulation”, in which learners’ self-regulated learning skills were poorer, were also identified.
Original languageEnglish
Article number101889
JournalInternational Journal of Educational Research
Volume110
DOIs
Publication statusE-pub ahead of print - 9 Nov 2021
MoEC publication typeA1 Journal article-refereed

Keywords

  • conceptual change
  • cross-curricular approach
  • curriculum reform
  • inquiry learning
  • personal achievement goal orientation
  • threshold concepts

Field of science

  • General education

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