Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School

This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews teachers. main categories of teaching practices were theory-based, subcategories levels intensity based qualitative analysis data. most common Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity collaboration, Cross-fertilisation, Information practices. least Object-orientedness. Cluster produced three groups: Open challenging guidance support (eight cases), Demanding without (seven Well-defined, teacher-directed (15 cases). Assignments first type students’ best. second assignment is demanding because independently limited for third well-structured teacher-centered