Browsing by Subject "hantverkskunnande"

This study aims at describing the relation between students’ fine motor skills and sloyd teachers’ implementation of the teaching as well as the impacts on students’ learning. The study examines how teachers take count of the level of student's skills in the planning and implementation of the teaching and how fine motor skills manifest themselves in the learning situation. This study also examines in what way students’ fine motor skills affect the assessment. Furthermore, the methods for teaching fine motor skills and the consequences of the period of distance education in the spring of 2020 are examined. Previous studies have shown that sloyd teachers see a decrease in students' knowledge and fine motor skills, even though students often value their skills as good. The connection between fine motor skills and sloyd has been little studied. The data was collected in five semi-structured interviews with active sloyd teachers in com-pulsory school grades 3-6. The data was analysed according to the principles of theory-driven content analysis based on an abductive approach. The results show that students’ fine motor skills have an impact on both how the teacher teaches and how the student learns. The teachers reported adjusting their teaching standards to meet student´s ability. Teachers also see a reduction in students’ basic skills. The student's fine motor skills affect the student's motivation and commitment and thereby indirectly the assessment. The study shows that the teachers used various methods to teach fine motor skills and craft techniques. Furthermore, the study shows that the teachers were cautious about estimating the consequences of the period of distance education. The results can be used as a contribution to the discussion about the relevance of sloyd and what skills and knowledge should be included in sloyd education.