Browsing by Subject "tekijäprojekti"
Now showing items 1-2 of 2
-
(2019)The aim of this study is to analyze how much students can learn physics in collaborative maker project at school. There are very few studies that have studied physics about learning in maker projects. Previous studies have shown that students learn different skills related to thinking, problem solving, and collaborative working. This study produced knowledge about learning physics in open ended maker project. It also aimed to show how learning is related to student’s maker artefact. The physics learning test was also at the center of this study because it was needed to know how much it actually measured student’s knowledge about practices in physics. This study was done as a part of Co4-Lab -project and students from one school in the capital region of Finland took part of lifehacks project. Students were in sixth grade (N=49) at the time of the project and it took almost one year. At the Lifehack project the students made a prototype of an innovation that would help them in their day-to-day life. Before and after the innovation project the students took part in a test where their knowledge in practices of physic were meas-ured. Pre-test and post-test result were analyzed quantitatively. Qualitative analysis was done to categorize prototypes according to scientific elements seen in prototypes. This study shows that students do learn physics in an open ended maker project. Students’s physics learning depends on what kind of innovation the student has done. If a student does a scientific innovation, the student will more likely have good outcomes in post-test. There is also evidence that achievement in pre-test will predict how scientific the student’s prototype will be. Based on the results of this study, recommendations can be given to teachers who are going to implement the maker project at school.
-
(2022)The aim of this study was to research how students with intensive special needs took part in a collaborative invention project. Based on the theory of invention pedagogy, in a collaborative innovation project students work in a group with the aim of creating an innovation. According to earlier studies, maker projects improve transversal competence such as digital skills and creative problem solving. They also improve active participation and motivation. Previous studies on this topic are scarce. The aim of this study was to find out if the students' view of their own skills and attitudes changed while taking part in the project. The data for this study was collected as part of the Growing Mind -project. The students took part in a four week maker project during which data on group skills and working competences was collected. Some of the students also took part in a Growing Mind inquiry before and after the project. The data is based on students’ self-evaluation of their own attitudes and skills. The data was analyzed by searching for positive and negative changes in means and modes of the answers. There were both positive and negative changes. The students had an overall positive outlook on their skills and attitudes. Creative problem solving showed the most positive change while the most negative changes were found in group skills and self-efficacy. The variation between different questions and different students was substantial. Overall the changes were small thus the results were not especially reliable. Invention projects last long so the decline in engagement and motivation is not surprising. Conversely because the negative changes were small, the result can be regarded as promising, as it means that the students’ interest in the project stayed mostly the same throughout the whole project. Based on this it would be worthwhile to arrange invention projects for all kinds of students.
Now showing items 1-2 of 2