A Finnish school's phenomenal-based learning curriculum integration design and students' learning performance

Wen Hua Chen, Meihui Liu*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

The approach of phenomenon-based learning in Helsinki has drawn the international attention since Finland implemented new core curriculum guidelines in 2016. Phenomenon-based learning uses themes or issues as the core of teaching and learning and entails curriculum integration characteristics that may help develop the 21st-century competencies. This study conducted a field study in a public school with ten years experiences of International Baccalaureate programs, exploring the fundamental principles of the curriculum integration of phenomenon-based learning and students' learning performance. The study applied observations, interviews, and document analysis in a seventh-grade classroom from mid-February to early June 2018. Several key findings emerged from this study. First, the fundamental principles of the curriculum integration of the Phenomenon-based learning Week include exploring phenomena through concepts, student involvement in curriculum design, and integration in oneself. Second, students' integrated learning performance during Phenomenon-based learning Week seems to highlight the effect of pop-ups learning. Finally, the purpose of the Phenomenon-based learning Week assessment is to guide and encourage cross-disciplinary learning and develop self-assessment capabilities. This study also provides several suggestions for designers who intend to develop the teaching and learning of phenomenon-based learning.

原文英語
頁(從 - 到)107-156
頁數50
期刊Bulletin of Educational Research
67
發行號1
DOIs
出版狀態已發佈 - 2021

ASJC Scopus subject areas

  • 教育

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