The efficacy of educational reform efforts rest largely with teachers and the voices of teachers need to be heard in the design and implementation of curriculum (Keyes & Bryan, 2001). Interaction between teachers and policymakers requires also identifying the possible obstacles in everyday practices. Tobin and McRobbie (1996) have illustrated this by identifying four myths in context of science learning that may become constraints when making changes in educational policies: transmission of knowledge, being efficient, maintaining the rigor of the curriculum, and preparing students to be successful on examinations.
This research introduces an educational reform that addresses these four challenges. Finland completed the reform of National Core Curriculum for compulsory basic education 2014 and it is gradually implemented between 2016-2019. In the new curriculum there is an emphasis on collaborative classroom practices. A special detail is that all schools must design and provide at least one multi-disciplinary learning module per school year for all students. Implementing the multidisciplinary learning modules oblige all teachers and the idea is that both teachers and students are expected to participate in the planning process of these modules. On what topics and how these integrative study periods are realized, will be decided at local and school level. (Finnish National Board of Education, 2016)
This research describes the characteristics required in both designing and implementing the multi-disciplinary learning modules and tackling the four presented myths.
Myth 1: transmission of knowledge
Characteristics required: including exploratory work; providing opportunities for pupils to study in different groups, with pupils of various ages and several adults.
Myth 2: being efficient
Characteristics required: long enough for time to focus on the contents and work in a goal-orientated and versatile manner; focused on studying phenomena or topics that are of special interest for students.
Myth 3: maintaining the rigor of the curriculum (tradition)
Characteristics required: examining entities; promoting the achievement of basic education goals, especially the development of transversal competences and schools as learning communities.
Myth 4: preparing students to be successful on examinations
Characteristics required: relating school topics to students life, community, society and humankind and expanding and structuring their worldview; avoiding exams, focus on the formative assessment and feed-forward, self-assessment and peer-assessment.
Based on data collected from finnish elementary school teachers, we will also present some examples of teachers being able to secede from these myths when designing and implementing multidisciplinary learning modules.
The research question is: How do teachers understand the implementation of multi-disciplinary learning modules with respect to four constraining myths of education?