Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school

Cross-curricularity is being implemented in the upper secondary school curriculum reform Finland. This study investigates changes conceptual constructs when studying humans and humanity from points of view six subjects (biology, physics, physical education, philosophy, psychology arts) a pilot unit. We found evidence with vast individual differences. Learners mastery goal orientation manifested change, belief revision threshold concepts most. “Learning deepened by autonomy” was dominant narrative students’ interviews. Two counternarratives, “struggling motivation schedule” “active communicator poor effort regulation”, which learners’ self-regulated learning skills were poorer, also identified.