Finland has recently reformed the national school curriculum, basing it on so-called twenty-first century skills. The curriculum prescribes that schools must organise at least one multidisciplinary learning module per year. In this case study, we investigate the implementation of such a module in secondary school (grade 9) from the perspective of…

This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers' self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified…