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[{"key": "dc.contributor.author", "value": "V\u00e4lij\u00e4rvi, Jouni", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-10-27T11:25:38Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-10-27T11:25:38Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "1993", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.isbn", "value": "978-951-39-9438-9", "language": null, "element": "identifier", "qualifier": "isbn", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/83715", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of the present research was to assess the realization of the general aims of the upper secondary school curriculum in the light of students' experiences. The starting point of the research were the aims and assumptions on the basis of which a modularized curriculum and period-instruction were chosen as the model for reorganizing upper secondary school teaching. The study was also extended to include some other factors that influence the learning environment in the upper secondary school. The theoretical background of the research consisted of a general curriculum theory and its relation to the constructivist concept of learning. The upper secondary school curriculum was defined as an application of a modularized curriculum whereby the aim is to increase flexible use of time resources and to encourage the organization of teaching into conceptually well-developed structures. The research compared students' (N=2196) ratings and attitudes to the upper secondary school in schools using a modularized curriculum and those using a traditional weekly timetable. The research was carried out as a quasi-experimental follow-up. The most important method in the data processing was LISREL-analysis. Only slight differences were observed between schools using a modularized curriculum and those using the traditional weekly timetable. Students' ratings and attitudes to nearly all the features assessed became more critical as studies progressed. The students regarded the instructional organization and teaching arrangements of the upper secondary school as clear and functional. Upper secondary school work was rated as being very systematic and having reasonably clear objectives. However, the students felt that the objectives were mostly externally determined and that their own chances to influence them were rather limited. The personal significance of study as a catalyst of independent thinking decreased with the progress of studies. Different subjects were experienced differently in this respect. Students were willing to diversify the forms of study, although they felt that the great number of lectures and tests are a natural part of upper secondary school work. The rhythm of study was considered less regular in modularized teaching. Attitudes towards the grading system varied a great deal between individuals. This applied in particular to the final assessment of the upper secondary school. Attitudes towards course-based assessment were more positive in modularized study. The conclusion was that upper secondary school study orients the student to a rather fragmented and superficial concept of knowledge. Results of other research studies support the conclusion that the upper secondary school is not likely to provide very good possibilities for active knowledge acquisition, or for the development of adequate cognitive structures and diversified problem solving skills. Students are still too much committed to a knowledge concept which emphasizes fixed structures and contents. The modularized curriculum and period-instruction do not seem to have sufficed to accomplish a change. In-depth study of factors regulating the upper secondary school teaching and study culture is needed, with special reference to teachers' and students' prior attitudes and expectations. These are strongly influenced by the options offered in the curriculum, and by the matriculation examination. The modularized structure of the curriculum provides a good basis for the reform of teaching in the upper secondary school, but effective utilization of the possibilities contained therein require persistent and principled development work. An essential part of this development is the qualitative reform of the upper secondary school learning environment starting from the students' own learning objectives and the trends of societal changes.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen teht\u00e4v\u00e4n\u00e4 oli arvioida lukion opetussuunnitelman yleisten tavoitteiden toteutumista oppilaiden kokemusten valossa. L\u00e4ht\u00f6kohtana tutkimukselle olivat ne tavoitteet ja teoriaan pohjautuvat oletukset, joihin perustuen moduuliopetussuunnitelma ja opetuksen jaksottaminen valittiin opetuksen organisoinnin malleiksi lukiossa. Tarkastelu laajennettiin my\u00f6s er\u00e4isiin muihin lukion oppimisymp\u00e4rist\u00f6n osatekij\u00f6ihin. Tutkimuksen teoreettisen taustan muodosti yleinen opetussuunnitelmateoria ja konstruktiivisen oppimisk\u00e4sityksen suhde siihen. Lukion opetussuunnitelma m\u00e4\u00e4riteltiin modulaarisen opetussuunnitelman sovellutukseksi, jolloin pyrit\u00e4\u00e4n erityisesti tehostamaan aikaresurssin joustavaa k\u00e4ytt\u00f6\u00e4 ja edist\u00e4m\u00e4\u00e4n opetuksen j\u00e4sentymist\u00e4 k\u00e4sitteellisesti kehittyneiksi kokonaisuuksiksi. Tutkimuksessa vertailtiin jaksomuotoisesti ja hajautetusti ty\u00f6skentelevien koulujen oppilaiden (N=2196) arvioita ja asenteita lukioty\u00f6skentelyyn. Tutkimus toteutettiin kvasikokeellisena seuranta tutkimuksena. Tulosten k\u00e4sittelyn t\u00e4rkein v\u00e4line oli LISREL-analyysi. Jaksomuotoisesti ja hajautetusti ty\u00f6skentelevien koulujen v\u00e4lill\u00e4 havaittiin vain v\u00e4h\u00e4isi\u00e4 eroja. Oppilaiden arviot ja asenteet muuttuivat l\u00e4hes kaikkien arvioitavien piirteiden osalta kriittisemmiksi opintojen edistyess\u00e4. Lukion opetuksellinen organisaatio ja opetusj\u00e4rjestelyt koettiin selkeiksi ja hyvin toimiviksi. Lukioty\u00f6skentely arvioitiin hyvin suunnitelmalliseksi ja tavoitteiltaan kohtuullisen selke\u00e4ksi. Tavoitteet n\u00e4htiin kuitenkin l\u00e4hinn\u00e4 ulkoap\u00e4in m\u00e4\u00e4r\u00e4ytyviksi ja omat vaikuttamisen mahdollisuudet arvioitiin melko v\u00e4h\u00e4isiksi. Opiskelun itsen\u00e4ist\u00e4 ajattelua ja omaan pohdintaa viritt\u00e4v\u00e4 henkil\u00f6kohtainen merkityksellisyys v\u00e4heni opintojen edistyess\u00e4. Eri oppiaineet koettiin t\u00e4ss\u00e4 suhteessa eri tavoin. Ty\u00f6skentelymuotoja oltiin halukkaita monipuolistamaan, joskin runsaan luennoinnin ja lukuisten kokeiden todettiin liittyv\u00e4n melko luontevasti lukioty\u00f6h\u00f6n. Opiskelun todettiin rytmittyv\u00e4n ep\u00e4tasaisemmin jaksotetussa opiskelussa. Asennoituminen arvosteluj\u00e4rjestelm\u00e4\u00e4n vaihteli yksil\u00f6llisesti suuresti. T\u00e4m\u00e4 koski erityisesti toteutettua lukion p\u00e4\u00e4tt\u00f6arvostelua. Asennoituminen kurssikohtaiseen arvosteluun oli jaksomuotoisessa opiskelussa my\u00f6nteisemp\u00e4\u00e4. Johtop\u00e4\u00e4t\u00f6ksen\u00e4 todettiin, ett\u00e4 lukio-opiskelu ohjaa melko hajanaiseen ja ulkokohtaisuutta painottavaan tiedonk\u00e4sitykseen. Muihin tutkimuksiin tukeutuen voitiin lis\u00e4ksi p\u00e4\u00e4tell\u00e4, ettei lukio ilmeisesti kykene kovin tehokkaasti luomaan edellytyksi\u00e4 aktiiviseen tiedonhankintaan, tiedollisten kokonaisuuksien kehittymiseen eik\u00e4 ongelmaratkaisun taitojen monipuolistumiseen t\u00e4ht\u00e4\u00e4v\u00e4lle ty\u00f6skentelylle. Oppilaat kiinnittyv\u00e4t edelleen liiaksi muuttumattomia rakenteita ja sis\u00e4lt\u00f6j\u00e4 korostavaan tiedonk\u00e4sitykseen. Kurssimuotoisuus ja jakso-opetus eiv\u00e4t n\u00e4yt\u00e4 olleen riitt\u00e4vi\u00e4 muutoksen aikaansaamiseksi. Tarvitaan syv\u00e4lle k\u00e4yv\u00e4\u00e4 paneutumista lukion ty\u00f6skentelykulttuuria s\u00e4\u00e4televiin tekij\u00f6ihin, joista mm. opettajien ja oppilaiden ennakkoasenteet ja -odotukset ovat olennainen osa. N\u00e4ihin vaikuttavat voimakkaasti mm. opetussuunnitelman tarjoamat valinnan mahdollisuudet ja ylioppilastutkinto. Opetussuunnitelman moduulirakenne luo hyv\u00e4t l\u00e4ht\u00f6kohdat kehitt\u00e4misty\u00f6lle, mutta siihen sis\u00e4ltyvien mahdollisuuksien tehokas hy\u00f6dynt\u00e4minen vaatii pitk\u00e4j\u00e4nteist\u00e4 ja n\u00e4kemyksellist\u00e4 kehitt\u00e4misty\u00f6t\u00e4. Siin\u00e4 keskeist\u00e4 on lukion oppimisymp\u00e4rist\u00f6n laadullinen uudistaminen nuorten omista oppimistavoitteista ja yhteiskunnan muutostrendeist\u00e4 liikkeelle l\u00e4htien.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Harri Hirvi (hirvi@jyu.fi) on 2022-10-27T11:25:38Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-10-27T11:25:38Z (GMT). No. of bitstreams: 0\n Previous issue date: 1993", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.relation.ispartofseries", "value": "Jyv\u00e4skyl\u00e4n yliopisto. Kasvatustieteiden tutkimuslaitoksen julkaisusarja. A, Tutkimuksia", "language": null, "element": "relation", "qualifier": "ispartofseries", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.title", "value": "Kurssimuotoisuus opetussuunnitelman moduulirakenteen sovelluksena lukiossa", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "doctoral thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:ISBN:978-951-39-9438-9", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_db06", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "doctoralThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.date.digitised", "value": "2022", "language": null, "element": "date", "qualifier": "digitised", "schema": "dc"}]
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