Teknologiakasvatuksen tavoitteiden määrittelyn viitekehys

Peer reviewe

Craft science and –education cultural dimensions

Peer reviewe

Instructional Theories of Exploratory Production

Peer reviewe

What objects do 6th grade pupils decide to draw in an old museum?

Peer reviewe

Supporting Craft Sense in Early Education

Peer reviewe

Instructional Theories of the Exploratory Production

This research examines how the instructional theories of the exploratory production model are used in technology education. The data was gathered in the teacher training practice period during master’s level teacher training in technology education. The four most learner-centred instructional theories are described and examples from the teacher practice provided. The empirical descriptions are based on the student teacher portfolios and the supervisor interviews. The cases reveal that the more open the learner-centred instructions the student teacher uses, the more multifaceted the learning is. Also, the learning is more intrinsically motivated and thereby deeper as regards the learners’ own life-world. Varying between the different instructions helps student teachers to organize their classroom techniques and motivate learners through meaningful learning and collaboration. The instructional theories are applicable in differentiating teaching and learning between groups and between the learners within a particular group. </p

Learners’ Conceptions of Techno-Risk Tolerance

Conference PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016. PATT-32 Proceeding: Technology Education for 21st Century Skills. Ed. by Marc de Vries, Arien Bekker-Holtland and Gerald van Dijk.Peer reviewe

The development of Craft Education in Finnish Schools

The purpose of this article is to examine the major changes Finnish school craft has undergone and explain these changes by using societal, pedagogical and subject-driven determinants. The main sources of this research include committee reports and national curricula. Research data was classified into five periods: craft for home well-being (1866–1911), craft for civic society (1912–1945), craft for independent hard-working citizens (1946–1969), toward equality craft (1970–1993), and unlimited craft (1994–2014). The analysis show that school craft has steadily followed students’, society’s and the subject’s different needs during these periods.</p

Experiences of Classroom Techniques and Learning Outcomes

This article is a part of a research project that is aimed to explore how the background variables of learning are related to learning outcomes in a Sloyd subject, internationally referred to as Craft, Design and Technology. The research question of this article is: “How are ninth grade pupils’ experiences of classroom techniques related to their learning outcomes?” The empirical data is based on an evaluation by the Finnish National Board of Education (FNBE). The data (n = 4,792) was collected by stratified sampling from 152 schools. The data of pupils’ experiences of classroom techniques was gathered in a specified questionnaire using a narrowed sample (n = 1,548). Three main orientations for learning were found: Learner-Centred Learning, Teacher-Directed Learning and Collaborative Learning. Furthermore, two orientations were formed of technical and textile technology areas of the subject. Analysis revealed that participating in either classes of technical technology area or textile-technology area predicted success in the other area as well. Thus, learning outcomes in one area correlate with the learning outcomes in the other. Due to this result, the effects of learning orientations were analysed separately for both technology areas. Experiences of Learner-Centred Learning predicted success in technical technology area while experiences of Teacher-Directed Learning predicted success in textile technology area. Collaborative Learning didn’t predict success in either of the areas. The results can be applied in developing the subject more towards the learners’ point of view

Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics

Different knowledge types have their own specific features and tasks in the learning process. Procedural knowledge is used in craft and technology education when students solve problems individually and share their working knowledge with others. This study presents a detailed analysis of a one student’s learning process in technology education and the procedural knowledge used during learning tasks. Thus, procedural knowledge is mainly produced when acting, and includes students’ goal-directed actions related to the craft, design and technology processes and their learning content. These knowledge practices also include multiple interactions with teachers and other students. The findings show six different knowledge practices: observing, checking and asking, revising, guided representative action, self-directed representative action, and comprehended action. These knowledge practices actively relate to each other, and, in concert, they constitute chains of actions that constitute two different types of procedural knowledge: proactive knowledge and executive knowledge. We conclude by discussing how these knowledge practices can be used to develop our understanding of the teaching and learning of craft, design and technology.</p