Janni Haapaniemi's research while affiliated with University of Helsinki and other places

Publications (3)

Article
Full-text available
Drawing on a sociocultural approach to learning, this article highlights comprehensive school pupils’ perspectives on working style and classroom pedagogy based on the integrative approach to learning. Using the diamond ranking method, seven groups of 8th grade pupils ranked classroom practices according to their importance for succeeding in integr...
Article
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This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative tea...
Article
Full-text available
Background: The latest curriculum reforms in Finland have shifted the aims of education towards learning how to learn, and the secondary education sector is already required to teach integrative skills. This study seeks to understand how these curricular demands can be fulfilled in the context of the subject of home economics in secondary education...

Citations

... Other studies have also pointed to the challenges that curriculum integration poses for teaching. For example, recent studies on implementing multidisciplinary learning modules in Finnish schools shows that they have significantly increased teachers' workloads and have demanded new skills of teachers (Haapaniemi et al., 2021;Kauppi et al., 2022;Venäläinen et al., 2020). These results are not surprising. ...
... Teachers' subject-related and communicative competence are major factors influencing students' learning, including understanding of the value of interdisciplinary cooperation with other teachers and supporting cooperation among students. Therefore, it is important how well teachers support this kind of thinking in their students (Haapaniemi et al., 2019). Such interdisciplinary teaching is a challenge for teacher educators, teachers, as well as students (Jackson and Bruegmann, 2009;Schleicher, 2015). ...