@article{832eed73620642a2a97115f008eca3c4,
title = "Students{\textquoteright} narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school",
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{\textquoteright} narrative interviews. Two counternarratives, “struggling with motivation and schedule” and “active communicator with poor effort regulation”, in which learners{\textquoteright} self-regulated learning skills were poorer, were also identified.",
keywords = "Conceptual change, Cross-curricular approach, Curriculum reform, Inquiry learning, Personal achievement goal orientation, Threshold concepts",
author = "Merja Kuisma and Ilkka Ratinen",
note = "Funding Information: This study will find out how this new cross-curricular approach can be implemented at an upper secondary school. For this study, a local pilot study unit named “Human being – What am I” was developed in the Teacher Training School of Tampere as part of a project funded by the Ministry of Education and Culture. The project aims to formulate scalable teaching and learning models for all upper secondary schools in Finland to implement in curriculum reform. The concept pilot study unit was applied as the aim was to test study units{\textquoteright} implementation locally before disseminating them for all upper secondary schools in Finland. The study unit in question embraces competence areas 1–3, as one aim is to enable students to be not only content specialists but also coherent communicators of interdisciplinary themes ( Dannels & Housley Gaffney, 2009 ). Inquiry learning was chosen as a teaching and learning model to enhance deeper learning (e.g., Duran & D{\"o}kme, 2016 ; Paavola & Hakkarainen, 2005 ). Learning proceeds cyclically as the learners formulate questions according to their previous knowledge. This model fits this context well as learners study a common theme, humans, from the different perspectives presented by six school subjects. Funding Information: This study was supported by the Vocational Education Fund of Tampere University. The funding source was not involved in the study design, in the collection, analysis or interpretation of data, in the writing of the report, or in the decision to submit the article for publication. Publisher Copyright: {\textcopyright} 2021",
year = "2021",
doi = "10.1016/j.ijer.2021.101889",
language = "English",
volume = "110",
journal = "INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH",
issn = "0883-0355",
publisher = "Elsevier B.V.",
}