Browsing by Subject "narratiivinen odotusanalyysi"

Clever methods and research designs are needed in the research field of embodied thinking. There is a need to find repeatable research methods and testable hypothesis. (Nuñez, 2012, 329.) The aim of this master's thesis is to find solutions for how the embodied thinking can be identified in the knowledge creation process and how the embodied thinking can be recognized in the process and in the designed artifact. This research was implemented from the data gathered by the Handling Mind project, in Autumn 2014. It is a development study, where craft science student groups (three students) designed children's accessories for a sea world's guided tours. The purpose of applying the narrative expectation analysis was a pursuit to make the process of recognizing embodied thinking in the knowledge process more transparent. After the expectation analysis revealed occurrences of embodied thinking, idea-response pairs were defined and then formed into chains from a new idea to the final artifact, so as to interpret embodied thinking in knowledge creation process. The narrative expectation analysis resulted in a rich material for further analysis of the embodied thinking in a knowledge creation process. The spots where a new design idea and embodied thinking encountered in the collaborative design process were proved significant for the embodied thinking. These implemented analyzes revealed the essential themes of structure, materials, form and utility in designing an artifact in a collaborative design process. Based on these results it can be concluded that embodied thinking is observable with the narrative expectation analysis and embodied thinking can be recognized in a knowledge creation process. The use of narrative expectation analysis manifested itself as a useful method that revealed embodied thinking as expected. The pair and chain analysis supported the narrative nature of this study and reinforced the results of the narrative expectation analysis about revealing and identifying the embodied thinking in the knowledge creation process. According to the results and the small sample of this study in mind it can be argued that the learning in the knowledge creation process could be proved without formal exams or essays.