Browsing by Subject "teknologiakasvatus"
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(2023)Aim. The goal of the study is to examine how pupils perceive the progression and the material challenges of technology education invention projects. These invention projects usually refer to multidisciplinary projects where pupils produce a concrete resolution to a problem they have chosen themselves by utilizing methods related to the field of technology education. These methods include co-operation, designing and programming which are also required in the curriculum. To illustrate the progression of the invention projects, different kinds of process models have been designed. A synthesis of these process models and Barlex's design-decision pentagon are used in the study to reflect on the material challenges of the pupils' invention projects and how the pupils responded to these challenges. Methods. The study was conducted by interviewing seven pupils who formed a total of three invention project groups. These pupils were a part of a robotics club, and they were aiming to compete in a robotics tournament hosted by the Innokas Network. These interview answers were analyzed using qualitative content analysis, and the pupils' descriptions were compared to the invention project process model and the Barlex's design-decision pentagon. Results. The pupils' descriptions of the invention projects featured different phases of the process model, although the differences between the phases were sometimes hard to discern. The pupils viewed the invention project process as very linear and described the process as forward-going even when they were backtracking in the process model. The material challenges the pupils encountered were related to both the programmable technology in the invention and the materials combined with the technology, such as cardboard and paper. Traditional crafts material wood was considered by one group, but textiles were not featured in any project. The motivations for the designing process were different between the groups, where one group was motivated by the aesthetic side of the invention and others by the function of the invention.
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(2021)Aims. Technology education in the first grades of primary school should be taught to the world of children’s experience because experiential learning has been shown to promote learning and the uptake of broad-based future skills. Creativity is utilized a lot in teaching that supports the experiential world of young children. Only little research has been done on the utilization of creativity in first-grade technology education in primary school. The aim of this study is to raise awareness of creative technology, education in the first grades of primary school and open up creative activities in technology dimensions. The aim of the study was to get an overview of creative technology education process and the occurrence of technology dimensions during that process. Methods. The research material was collected in the spring of 2021 during a project aimed at all first-graders in Finland. The project called Tämä Toimii! is developed by the Technology industry (2020). One class of 19 students and a teacher participated in this study. The class was from a medium-sized school in a medium-sized city of Kymenlaakso. The research material was collected using the teacher's notes, the researcher's direct observation and video recordings. The material was analyzed using the electronic Atlas.ti qualitative material content analysis program. Results and conclusions. The research results were presented using a Process-Rug analysis. A technology education project aimed at the first grades of primary school promoted the technological knowledge and skills of young pupils. As a result students developed a wide range of future skills. The technology dimensions were strongly present throughout the entity. Based on the research results, creative technology education that supports the world of experience and includes technological dimensions promotes the development of wide-ranging skills of young students.
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(2019)The purpose of this study is to describe, analyze and interpret the descriptions of tutor’s work, expertise and agency that appeared in digital peer-tutors’ interviews. I have also analyzed the tutors’ social networks from the perspectives of sharing resources and help. The theoretical perspective is socio-cultural, and expertise is examined from the perspectives of student expertise and networked expertise. Learning is seen as a wide phenomenon that transcends the formal learning in school context and is connected to interests and networks. This thesis can provide a basis for future empirical research and pedagogical experiments that consist of or combine peer-tutoring, technology education and design research that targets to create innovative learning environments. This study is part of a design, science and technology education research project Co4Lab, funded by Academy of Finland, which consists of several co-inquiry, co-design and co-teaching experiments in comprehensive school context in years 2016-2019. The data has been collected in spring 2017 from the first iteration in an upper secondary school in Helsinki. The data consists of the tutors’ (N=15) semi-structured interviews and maps that describe their social networks. Interviews were analyzed by using content analysis method. Network maps were analyzed by using CytoScape analysis program and they were used to describe both tutor group’s cooperation and the egocentric networks of three tutors. The tutors needed versatile technological, social, pedagogical and reflective know-how in the project. Tutor group’s social network revealed 3 students, who acted as cognitively central keyactors. These “expert tutors” acted as companions for teachers, they had deeper knowledge than others and they also organized the work of the tutor group. Analyze of the expert tutors’ egocentric networks showed that these students had interest-based network relationships and other resources outside the school context, which were critical for learning technology skills. Furthermore, they had been recognized as active and tech-savvy students in the school context earlier, and had gotten responsibilities and network connections in previous technology projects at school.
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(2016)Technological readiness and -educations has been widely studied in Finland and elsewhere world. Unlike other countries Finland has retained a traditional handicraft in curriculum instead of a technological subject. However technological education is given inside other subjects like math and physics and other natural sciences. Technological society needs competent workers as much as possible and primary school dropouts as few as possible. This thesis is trying to investigate technical abilities of pupils of the flexible basic education. The main Hypothesis is that there are students who has better abilities on average in a technical area. In other word presumption is that there are students in flexible basic education groups who could be underachiever in technological area. In the spring of 2016, 41 students from five flexible basic educational groups from Helsinki metropolitan area took part in this research. Students were 14–16 years old. The data was collected using three different tests which are measuring three dimensions of a technological competence; psychomotor skills, cognitive and affective areas. These three areas to construct a student's technological abilities. The data was analysed by using SPSS finding correlations, averages and differences between groups. In addition, results were compared with the larger data from others research. Results show that the flexible basic education groups fared slightly less well in cognitive and affective field that control groups. Results of the psychomotor skills were on average or a little beyond on average. The Individual level seven students got points over the average in all three tests. Results supports the idea of the technology based flexible basic educational group to students with special needs and students who have a motivation problems.
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