Browsing by Subject "curriculum reform"

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  • Rikabi-Sukkari, Leila (Helsingfors universitet, 2014)
    The Finnish national core curriculum for basic education is currently being renewed at the National Board of Education and the new curriculum will be implemented in August 2016. A curriculum defines the value basis and aims of teaching as well as the core contents to be taught. A curriculum is closely bound to its surrounding society reflecting its prevailing values, customs and traditions. Therefore, in order to renew the curriculum, it is essential to understand the societal changes and values recognized as important in the society. The drafts of the new curriculum were posted for the first time on the website of the National Board of Education for public commentary. This research examined what the feedback of the new curriculum draft was like; what themes did the commentators hold important concerning the curriculum and education in present and in the future? The research data consisted of 963 comments that were posted on the webpage of the National Board of Education regarding the draft of the general part of the new curriculum. The feedback form was open for 17 days in November and December 2012. The qualitative data analysis was done by coding with the help of Atlas.ti software. The comments discussed several issues regarding the Finnish school, its mission and the appreciations of the commentators. As a result, four major themes were found: 1) equality in education; 2) the use of authentic learning environments and multi-professional collaboration with surrounding community; 3) the role of Finnish cultural heritage and religious education and 4) sustainable development and global citizenship. These results reflect the values and topics the commentators held important for the future in terms of developing the Finnish school and society.
  • Eronen, Lasse; Kokko, Sirpa; Sormunen, Kari (2019)
    In 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem-based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline-based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students' teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students' views is critical when reforming curriculum.
  • Pruuki, Iris (Helsingfors universitet, 2014)
    Objectives. This thesis was made in cooperation with the Finnish National Board of Education (FNBE). The thesis aims to reply to the need for indepth information on the chapter of the concepts of learning in the outline of the general guidelines of the Finnish national core curriculum 2014 (POPS). Different concepts of learning have a significant effect on the everyday work of teachers. Therefore it is essential how the concepts of learning are presented in the core curriculum, which guides the teachers work. This study examined on which concepts of learning the POPS 2014 outline chapter of the concepts of learning is actually based on. In addition, this study discovered where education providers thought the above mentioned chapter had succeeded and where they considered it to be in need of improvement. The study is based on the literature of both didaktik and different concepts of learning. This way it is possible to stimulate discussion on the meaning of the concepts of learning in the everyday teaching-studying-learning process. Methods. The research data of this qualitative case study consists of the chapter of the concepts of learning in the outline of the general guidelines of the POPS 2014. The other part of the data consists of the feedback, given by 65 providers of education, on the above mentioned chapter. The feedback was gathered at the end of the year 2012 by the FNBE. The concepts of behavioristic, social, humanistic and constructivist learning were sought through theory-based content analysis from the chapter, which was subsequently grouped into themes. These themes were used in the analysis of the open-ended answers, which were given by the providers of education. Results and conclusions. The POPS 2014 outline chapter of the concepts of learning was found to be in part both constructivist (individual and social) and humanistic. The outline represents a learner-centered view, where the student's metacognitive skills, different learning strategies and the meaning of interaction play an important role in learning. The education providers saw success in the chapter's views of the active student and the meaning of interaction as well as social learning in the learning process. Need for improvement was seen in clarifying concepts (e.g. interaction, learning to learn, learning strategies) as well as the roles of the teacher, student and teaching. When developing the curriculum it is recommended to note the unclear concepts, the social learning theory and the theory of didaktik - what are the teacher's and student's roles in the teaching-studying-learning process?
  • Soini, Tiina; Pietarinen, Janne; Pyhalto, Kirsi (2018)
    Curriculum reform that has an effect on the everyday practices in schools always entails translation of new ideas into new educational practices. This takes place primarily through shared sense making. However, our understanding of the different ways in which shared sense making is carried out is still scarce. In Finland, the district level plays an important intermediary role in orchestrating curriculum development work at the municipalities and in translating and mediating reform into school-level development work. The study explores different shared sense-making strategies employed by 12 district-level curriculum reform steering groups around Finland, including participants from 54 municipalities. Three hands-on strategies of shared sense making including comparison, standardisation and transformation were identified. The results indicated that different hands-on strategies have different functions in the process of making sense of the reform objectives. To a certain extent, the strategies can be viewed as hierarchical. Overall, results suggest that district-level actors aim to foster shared sense making; however, a more intentional use of strategies is needed.