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

• Main Authors: Liisa Ilomäki (Author), Minna Lakkala (Author), Hanni Muukkonen (Author), Sami Paavola (Author), Auli Toom (Author)
• Format: Book
• Published: MDPI AG, 2023-05-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci13050471; 2227-7102
• Keywords: digital technology; school; teaching; learning; classroom practices; Education; L
• Source: Education Sciences, Vol 13, Iss 5, p 471 (2023)

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.