History in multidisciplinary education: a case study in a Finnish primary school

Mård, Nina

doi:10.1080/03004279.2020.1737172

Cited by 8 publications

(6 citation statements)

References 15 publications

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“…Given the limited empirical data, generalizations are not possible or intended. The empirical cases are thoroughly presented in this study and in previous studies (Mård, 2020a(Mård, , 2020b which ensures thick descriptions desirable in case study research (Hamilton & Corbett-Whittier, 2013). To ensure credibility, the results of the limited empirical data are analysed and discussed in relation to the substantial didactic theories of Wolfgang Klafki and Wolfgang Schulz.…”

Section: Critical Remarksmentioning

confidence: 99%

“…The interviews were audio recorded and the observations were documented through field notes. The cases are separately analysed through subject didactic lenses in Mård (2020a) and Mård (2020b), in which extended case descriptions and data collection procedures are reported. In this article, the cases are compared as a multiple case study (Hamilton & Corbett-Whittier, 2013) through a General Didactic lens.…”

Section: The Empirical Casesmentioning

confidence: 99%

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Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Mård

Hilli

2020

Journal of Curriculum Studies

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This article investigates multidisciplinary teaching practices through models of General Didactics. Multidisciplinary education is gaining interest on international and national levels through policy reforms. Research on multidisciplinary teaching practices is often descriptive and there is a lack of theories to support teachers. General Didactics on the other hand builds on a long tradition of models and concepts (e.g., content, aims, and methods) relevant for the autonomous teacher who reflects on how to structure and execute the teaching practice. The didactic models of Wolfgang Klafki and Wolfgang Schulz were used when analysing two cases of multidisciplinary teaching in two Finnish primary schools. The question addressed is in what ways General Didactic principles, as defined by Klafki and Schulz, can be identified in the multidisciplinary teaching practices. The method of study is comparative, thematic analysis. The article suggests a theoretically and empirically informed didactic model for multidisciplinary teaching. Identified framing factors (school culture, collaboration, curricula) and shaping factors (subjects, competences, values and aims of education, student needs and interests, contemporary issues, methods) are included in the model for multidisciplinary teaching. The model may support teachers in planning and reflecting on multidisciplinary teaching. To strenghten its validity, the model needs to be empirically tested in different educational contexts.

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Section: Critical Remarksmentioning

confidence: 99%

Section: The Empirical Casesmentioning

confidence: 99%

Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Mård

Hilli

2020

Journal of Curriculum Studies

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“…Research on integrated learning and multidisciplinary learning modules in the Finnish school context ranges from discussing aspects of teacher development and collaboration (Haapaniemi et al 2020) to integrating a specific subject, such as history (Mård 2020) or science and mathematics (Braskén, Hemmi, and Kurtén 2020). Some evidence shows that, in context of the current Finnish curriculum, curriculum integration can be beneficial for pupils' learning.…”

Section: Integrated Curriculum and The Finnish Multidisciplinary Lear...mentioning

confidence: 99%

Pupils’ Academic Self-efficacy in Subject-specific and Integrated Curriculum Instruction

Tarnanen

Räikkönen

Martin

et al. 2021

Scandinavian Journal of Educational Research

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This article reports on a pilot study on the academic self-efficacy (ASE) of 245 Finnish pupils when studying according to a subject-specific curriculum for one week and an integrated curriculum the following week. The data consisted of selected items from the Class Maps Survey and self-reported grades of L1 and mathematics and were analysed using latent growth curve modelling and multivariate linear regression analysis. According to the results, the mathematics grades were associated with the level of and change in ASE: pupils reporting lower skills had lower self-efficacy at the beginning of the study. During the first week, ASE increased similarly among all skills groups; during the second week, only the math grades positively predicted variation across all pupils in rate of change in ASE. The increase in ASE during the second week was faster among pupils with low or good math grades than the pupils with higher math grades.

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“…Often referred to as the most text-rich school subject after literature (Downey & Long, 2016;Fang, 2012), history provides an interesting setting for investigating the role of different literacies in elementary classrooms. Although historical literacy has been stated as one of the learning objectives in the NCC ( 2014), research about the ways that Finnish elementary teachers implement the history curriculum in their classrooms has been scarce (see however, Mård, 2020).…”

Section: Introductionmentioning

confidence: 99%

Nature of Literacy Instruction in Elementary School History Lessons

Khawaja

Puustinen

2022

L & L

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This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.

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History in multidisciplinary education: a case study in a Finnish primary school

Cited by 8 publications

References 15 publications

Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Pupils’ Academic Self-efficacy in Subject-specific and Integrated Curriculum Instruction

Nature of Literacy Instruction in Elementary School History Lessons

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