Phenomenal! - Revision history

Jacob.Walker: /* Discussion as a Mirror of Thinking */

2026-03-04T13:55:00Z

Discussion as a Mirror of Thinking

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Jacob.Walker: /* References */

2026-03-04T13:44:25Z

References

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Jacob.Walker: /* Social Norms Shaping Teacher Students’ Phenomenon-Based Teaching */

2026-03-04T13:29:50Z

Social Norms Shaping Teacher Students’ Phenomenon-Based Teaching

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Jacob.Walker: /* Table 2. Example of an Assessment Matrix for a Multidisciplinary Learning Module */

2026-03-04T13:18:58Z

Table 2. Example of an Assessment Matrix for a Multidisciplinary Learning Module

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	To support this, among other tools, a four-level assessment scale has been developed, in which on each row the pupil progresses toward the same competence objective (see Table 2). Progress in mastering the objective is articulated through the new skills and knowledge achieved at each level.		To support this, among other tools, a four-level assessment scale has been developed, in which on each row the pupil progresses toward the same competence objective (see Table 2). Progress in mastering the objective is articulated through the new skills and knowledge achieved at each level.

	===== ~~'''~~Table 2. Example of an Assessment Matrix for a Multidisciplinary Learning Module~~'''~~ =====		===== Table 2. Example of an Assessment Matrix for a Multidisciplinary Learning Module =====
	'''Grade 3: Time and Space'''		'''Grade 3: Time and Space'''

Jacob.Walker: /* Table 1. Subject-Specific Objectives */

2026-03-04T13:18:14Z

Table 1. Subject-Specific Objectives

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	One of the third-grade thematic modules is “Time and Space.” For each thematic module, the key subject-specific objectives are described, as well as the transversal competence objectives that are particularly emphasized during the module. In the “Time and Space” module, the selected transversal competence emphases are: thinking and learning to learn (L1), multiliteracy (L4), and ICT competence (L5). These selected competence emphases influence how activities during the module are designed—what kinds of materials and tasks the teacher chooses and what the pupil does during the module—so that the pupil has the opportunity to practice these skills. The subject-specific objectives and the key contents of the period are described in the following table.		One of the third-grade thematic modules is “Time and Space.” For each thematic module, the key subject-specific objectives are described, as well as the transversal competence objectives that are particularly emphasized during the module. In the “Time and Space” module, the selected transversal competence emphases are: thinking and learning to learn (L1), multiliteracy (L4), and ICT competence (L5). These selected competence emphases influence how activities during the module are designed—what kinds of materials and tasks the teacher chooses and what the pupil does during the module—so that the pupil has the opportunity to practice these skills. The subject-specific objectives and the key contents of the period are described in the following table.

	===== ~~'''~~Table 1. Subject-Specific Objectives~~'''~~ =====		===== Table 1. Subject-Specific Objectives =====

	====== Subject: Environmental Studies ======		====== Subject: Environmental Studies ======

Jacob.Walker: /* Students’ Attitudes Toward Phenomenon-Based Teaching */

2026-03-04T03:51:25Z

Students’ Attitudes Toward Phenomenon-Based Teaching

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Jacob.Walker: /* The Checkpoint Leonardo Häive Learning Project */

2026-03-04T03:32:40Z

The Checkpoint Leonardo Häive Learning Project

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	• interviews with three students.		• interviews with three students.

	Fifteen special education students who participated in the learning project responded to the surveys. Responses to the question pairs were processed by calculating the previously described numerical indicators. Means were calculated by student, question pair, and component. Based on these responses, three students with differing orientations toward phenomenon-based teaching were ~~selected…~~		Fifteen special education students who participated in the learning project responded to the surveys. Responses to the question pairs were processed by calculating the previously described numerical indicators. Means were calculated by student, question pair, and component. Based on these responses, three students with differing orientations toward phenomenon-based teaching were selected t

			===== Table 1. Description of the Data Collection Process =====
			'''Event – Target Group – Attitudes – Rules and Norms – Control'''

			'''Experts’ responses''' – 5 teacher educators – 27 questions in total concerning attitudes, rules and norms, and control

			'''Preliminary survey''' – 10 special education students –

			12 statements + open “what else?” question

			9 statements + open “what else?” question

			14 statements + open “what else?” question

			'''Intervention (CPL Häive project)''' – 15 special education students

			'''Most significant beliefs from the preliminary survey and their effect on intention''' – 14 special education students –

			4 question pairs & open “what else?” question

			7 question pairs & open “what else?” question

			5 question pairs & open “what else?” question

			'''Semi-structured interview''' – 3 special education students –

			“Do you intend to…? Why…? +, −”

			“Who supports it? Why? Do you agree?”

			“What hinders? What promotes? Why?”

			==== Attitudes, Social Norms, and Behavioral Control as Influences on Students’ Intentions ====
			Using the calculated indicators, we examine the strongest and weakest influences on teacher students’ intention to teach in a phenomenon-based way. We also investigate the extent of variation in views within the group. Statistical significance was not calculated, as with such a small sample size the results are not generalizable.

			==== Students’ Attitudes Toward Phenomenon-Based Teaching ====
			Questions in the final survey that examined students’ attitudes revealed that students believed phenomenon-based teaching to be well suited for developing creativity, increasing motivation, and clarifying the connection between theory and practice in school (Figure 2). In this case, reverse logic was not needed; all respondents evaluated these outcomes as highly desirable and believed that phenomenon-basedness supports these functions.

Jacob.Walker: /* The Strength of Intention as Numerical Indicators */

2026-03-04T03:30:58Z

The Strength of Intention as Numerical Indicators

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	• evaluation of the desirability or undesirability of the consequences (on a scale of -3 … +3).		• evaluation of the desirability or undesirability of the consequences (on a scale of -3 … +3).

	In accordance with the logic of the model, the outcome for attitude regarding a single issue is the product of these two numbers. The interpretation of the product is such that if the ~~behavior…~~		In accordance with the logic of the model, the outcome for attitude regarding a single issue is the product of these two numbers. The interpretation of the product is such that if the behavior strongly influences a positive outcome, the attitude toward the behavior is strongly positive. Attitude also shifts in a positive direction when the behavior reduces the occurrence of a negative outcome. For example: if a teacher believes that phenomenon-basedness promotes creative thinking (+3) and considers performances that deviate from model solutions to be beneficial (+3), the attitude toward phenomenon-basedness from the perspective of creativity is strongly positive (+9).

			But what if the teacher does not believe that phenomenon-basedness promotes creative thinking at all (−3)? If, in addition, they evaluate deviation from model solutions as undesirable (−3), then from the perspective of creativity the teacher has no reason to avoid a phenomenon-based approach, and the attitude toward phenomenon-basedness is—perhaps somewhat surprisingly—the same (+9). The final numerical indicator for a respondent’s attitude is obtained by summing the products of all question pairs measuring the attitude dimension.

			The social norm created by authorities can be determined similarly by summing the products of all question pairs related to authorities. These measure the following two factors:

			• the individual’s belief about whether a given authority, for example pupils’ parents, considers the behavior unacceptable or desirable (−3 … +3)

			• the motivation to comply with these authorities (1 … 7).

			Finally, beliefs about the significance of behavioral control for the action itself can be assessed through question pairs composed of the following two factors:

			• belief in the existence of the control factor, for example learning materials (1 … 7)

			• perception of the control factor’s effect on the action, from hindering to facilitating (−3 … +3).

			==== The Checkpoint Leonardo Häive Learning Project ====
			We examined students’ intentions to guide phenomenon-based learning in their future work in connection with the Checkpoint Leonardo Häive learning project. Häive was the sixth in a series of STEAM learning projects launched in 2012 (r.jyu.fi/CPLN). It formed part of multidisciplinary studies in subjects and cross-curricular themes taught in basic education, undertaken by 15 special education students in spring 2017. Their competence objectives in the project were:

			• to understand the significance of visual culture (multiliteracy) in different subjects

			• to comprehend the role of visual arts as part of general education

			• to strengthen their own conception of art and their expression

			• to be able to design learning activities in which pupils investigate phenomena related to environmental studies

			• to be able to design long-term, integrative learning modules

			• to dare to try new things, think critically, utilize their own strengths in teaching, and evaluate their own actions.

			The project was introduced through four 45-minute inquiry sessions related to the physics, chemistry, physiology, geometry of vision and visibility, and color interaction. Using simple tools, students investigated, for example, how light intensity and color affect visual contrast, resolution, and color perception. Another example of the inquiries was to find colors that appear the same against different background colors and, conversely, a color that appears as two different colors on different backgrounds.

			After the introduction, three project groups were formed and tasked with designing a learning project for primary school pupils in accordance with the National Core Curriculum for Basic Education (FNBE 2014). In the project, pupils were to investigate visibility and camouflage through observations of protective colors and patterns, surface structures, shapes, and similar elements. For example, a museum was selected as a learning environment outside the school.

			The learner community during the project included not only the school pupils and their teacher, the teacher students and their instructors, and museum staff, but also the CPL project steering group, which consists of experts from other local museums, the city’s social services, school teachers, and researchers. The steering group networked with the students, reviewed their preliminary plans, and provided comments and suggestions for improvement from their own areas of expertise. We also hoped to include pupils’ parents and representatives of companies in the steering group, but they have not yet been actively involved.

			The project products consisted of three inquiry-based learning modules, each lasting three lessons, tested in both school and museum settings: ''Invisibility Cloak'', ''Chameleon'', and ''Camouflage''.

			During the project, teacher students reflected on their attitudes toward phenomenon-based teaching in the following ways:

			• a preliminary survey before the project on their attitudes, authorities, and perceived controls related to phenomenon-based teaching

			• a final survey after the project

			• students’ self-assessment

			• interviews with three students.

			Fifteen special education students who participated in the learning project responded to the surveys. Responses to the question pairs were processed by calculating the previously described numerical indicators. Means were calculated by student, question pair, and component. Based on these responses, three students with differing orientations toward phenomenon-based teaching were selected…

Jacob.Walker: /* How to Study the Intention to Teach in a Phenomenon-Based Way? */

2026-03-04T03:28:23Z

How to Study the Intention to Teach in a Phenomenon-Based Way?

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 People’s intentions to perform a certain action can be examined, for example, through the Theory of Planned Behavior (TPB) (Ajzen 1991). According to the theory, the intention to do something is determined by personal attitude, social norms, and perceived behavioral control. Simplified, the TPB suggests that the strength of one’s intention depends on whether I want to do it, whether I think I should do it, and whether I am able to do it.
-For example, perceived behavioral control includes all internal and external obstacles and facilitators experienced by a person, weighted according to how much they influence the action itself. If there is no money for hiking (an obstacle), one can still go to the nearby forest without money (small weight), but not very far (large weight). The theory can be used not only to explain and predict people’s…
+For example, perceived behavioral control includes all internal and external obstacles and facilitators experienced by a person, weighted according to how much they influence the action itself. If there is no money for hiking (an obstacle), one can still go to the nearby forest without money (small weight), but not very far (large weight). The theory can be used not only to explain and predict people’s b
 '''Figure 1. Cornerstones of the Project-Based Learning Model (Krajcik et al. 1994).'''
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 Guiding questions of the project

Jacob.Walker: /* STEAM Project Learning as the Starting Point of Checkpoint Leonardo */

2026-03-04T03:25:09Z

STEAM Project Learning as the Starting Point of Checkpoint Leonardo

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	Competence and education—along with the Teacher Education Development Program as part of it—are key initiatives of Finland’s current government program. To support the development program, a Teacher Education Forum representing different fields has been established (Ministry of Education and Culture 2016) to design new guidelines for initial teacher education, induction, and continuing professional development. The goal is broad-based teacher competence, creative expertise, and continuous professional self-development throughout the career (Lavonen 2016). Broad-based competence refers to pedagogical research competence and societal competence that go beyond teachers’ own subject-specific pedagogical and content knowledge. Teachers are expected to be able to harness subject-specific curriculum goals and methods for multidisciplinary investigation of everyday phenomena. Phenomena are approached through collective working methods, and learning is connected to the surrounding society. With this objective in mind, the Teacher Education Forum seeks to develop not only teachers’ individual competence but also the operational culture of communities, learning environments outside school, and communities formed by diverse learners.		Competence and education—along with the Teacher Education Development Program as part of it—are key initiatives of Finland’s current government program. To support the development program, a Teacher Education Forum representing different fields has been established (Ministry of Education and Culture 2016) to design new guidelines for initial teacher education, induction, and continuing professional development. The goal is broad-based teacher competence, creative expertise, and continuous professional self-development throughout the career (Lavonen 2016). Broad-based competence refers to pedagogical research competence and societal competence that go beyond teachers’ own subject-specific pedagogical and content knowledge. Teachers are expected to be able to harness subject-specific curriculum goals and methods for multidisciplinary investigation of everyday phenomena. Phenomena are approached through collective working methods, and learning is connected to the surrounding society. With this objective in mind, the Teacher Education Forum seeks to develop not only teachers’ individual competence but also the operational culture of communities, learning environments outside school, and communities formed by diverse learners.

	The Checkpoint Leonardo project (CPL) aims at these goals through project-based learning (Figure 1). Its cornerstones are authentic, broad guiding questions; deep understanding of issues and contexts as a result of active inquiry; the use of diverse learner communities, tools, and learning environments; and project products that examine the guiding question from multiple perspectives (Krajcik et al. 1994). In the CPL project, we have developed a project-based learning model in which the guiding question relates to planning and guiding school pupils’ project-based instruction. Thus, there are two nested learning projects in the studies. At the core of the project ~~groups…~~		The Checkpoint Leonardo project (CPL) aims at these goals through project-based learning (Figure 1). Its cornerstones are authentic, broad guiding questions; deep understanding of issues and contexts as a result of active inquiry; the use of diverse learner communities, tools, and learning environments; and project products that examine the guiding question from multiple perspectives (Krajcik et al. 1994). In the CPL project, we have developed a project-based learning model in which the guiding question relates to planning and guiding school pupils’ project-based instruction. Thus, there are two nested learning projects in the studies. At the core of the project groups are teacher students, who do not participate in the learning project designed for school pupils in the role of learners. Instead, the project products consist of pedagogical plans for integrative teaching contents, from which pedagogical model solutions guiding teachers’ own practice are also expected (Ball & Cohen 1996). The aim is not only to guide pupils’ active work but also to foster the willingness and ability to utilize resources outside the classroom and school, such as museums or companies and their personnel. The goal of the model is to educate teacher students not only in understanding the principles of multidisciplinary project-based learning but also in the practical skills of guiding projects. Such activity advances the Teacher Education Development Program’s objective of continuous learning: teachers learn to function as learners and facilitators also in later professional development projects during their careers.

			==== How to Study the Intention to Teach in a Phenomenon-Based Way? ====
			People’s intentions to perform a certain action can be examined, for example, through the Theory of Planned Behavior (TPB) (Ajzen 1991). According to the theory, the intention to do something is determined by personal attitude, social norms, and perceived behavioral control. Simplified, the TPB suggests that the strength of one’s intention depends on whether I want to do it, whether I think I should do it, and whether I am able to do it.

			For example, perceived behavioral control includes all internal and external obstacles and facilitators experienced by a person, weighted according to how much they influence the action itself. If there is no money for hiking (an obstacle), one can still go to the nearby forest without money (small weight), but not very far (large weight). The theory can be used not only to explain and predict people’s…

			'''Figure 1. Cornerstones of the Project-Based Learning Model (Krajcik et al. 1994).'''

			Project product with multiple perspectives

			Deep understanding as a result of inquiry

			Diverse learning environments, communities, and tools

			Guiding questions of the project