Browsing by Subject "luovuustaidot"

Aims and objectives. The aim of the study is to analyze the means of verbal and non-verbal guidance used by teachers in guiding invention projects and to investigate how these methods supported students' creativity skills. Methods. The study utilized video material collected as part of the Growing Mind research project, totaling approximately 19 hours from primary school craft lessons. The research data examined interactions between a group of four students and teachers during the invention project. The video material was analyzed using a three-level analysis approach, starting with macro-level analysis. Situations where the teacher guided the student group (134 pcs) were selected from the video material and annotated using the ELAN program, utilizing the making-process-rug method and the notes of a previous researcher on the same data. At the intermediate level, the marked situations were classified into verbal and non-verbal guidance methods using a previously developed classification framework. At the micro-level, three exemplary situations were selected for in-depth analysis of the teacher's guidance methods in support of students' creativity skills. Results and Conclusions. The results indicated that the teacher's verbal guidance methods were particularly evident during the initial ideation phase, troubleshooting and problem-solving situations, and situations requiring redefinition of ideas during the invention project. Non-verbal guidance methods were emphasized when guiding students in digital components, materials, and technical work processes. Verbal and non-verbal guidance methods were also observed to overlap and complement each other. Micro-level analysis showed that the teacher supported students' practical-level expertise in creativity skills by making design-related constraints and opportunities visible during ideation. For social and emotional creativity skills, the teacher organized the process by guiding students to collaborate with their peers in problem-solving related to programming. In supporting creative and critical thinking skills, the teacher assisted students in situations where the original idea needed to be questioned and redefined. A teacher who masters various roles, skills, and expertise can, through their guidance, act as an important supporter of students' creative competencies, thus helping them grow into creatively and critically thinking individuals. These skills are increasingly needed in both the current society and in the future.