Browsing by Author "Pukkila, Minna"

Aims. The purpose of the study was to examine the experiences of three primary school teachers of Viikki Teacher Training School in using and putting into practice design-oriented pedagogy. The study investigates why the teachers use design-oriented pedagogy, what is it best for and what similarities it has with the National Core Curriculum 2014. The study com-pares prior knowledge with the experiences of the teachers and the curriculum. The topic is current, since the new curricula has set a goal of arranging a multidisciplinary learning mod-ule once a year. Methods. The research approach was a qualitative case study in Viikki Teacher Training School. The results were obtained by thematically interviewing three primary school teach-ers who use design-oriented pedagogy in their own teaching. The interviews were tran-scribed and analyzed using theory-based content analysis. Results and conclusions. The teachers used design-oriented pedagogy to carry out various projects with current topics a couple times a year. In their opinion design-oriented pedagogy improves many skills of learning and use of different work methods. Especially improve oneself as a learner, working together, interaction and data acquisition stand up amongst the skills benefited. The role of the teacher was to enable learning by offering support and resources. The objective of design-oriented pedagogy is to develop the skills of the students which are needed to act in the society of the future. According to the teachers, this will manifest in deeper understanding of knowledge, use of various sources and benefiting technological platforms. The students were the focus of learning, but that learning took place based on the curriculum.