FINNISH STUDENTS’ APPROACHES TO LEARNING IN DIFFERENT EDUCATIONAL CONTEXTS

Abstract

The aim of this study was to investigate Finnish students’ approaches to learning in different educational contexts. The phenomenographic approach, expanded towards grounded theory was taken as the point of departure. Data for the cross-section study were collected through individual interviews with student nurses (n = 60) and car mechanic students (n = 54) both at the beginning and at the end of the educational programs.
As a result of the analysis, qualitative similarities and differences in students’ approaches were found. In comparing groups of students within the programs, similar trends of development could be identified. Students within both programs used more developed approaches at the end than at the beginning of the programs. 
The differences found within and between the student groups could be explained in terms of educational contexts. The result thus showed that approaches were to some extent contextually dependent.