Browsing by Author "Lankinen, Elina"

Invention pedagogy and invention projects can be used to meet the transversal competence objectives of the Finnish curriculum related to invention and technology. The objective of this study is to examine technology competencies in the invention pedagogy among student teachers. This study focuses on describing how technology competencies are utilized in the learning process of student teachers in the Invention pedagogy course, as well as in the invention project of different age groups planned by student groups. This study aims to deepen the readers’ understanding of the utilization of technology competencies in the invention pedagogy. The data for this case study consisted of the learning outcomes of the three implementations of the Invention pedagogy course at the University of Helsinki. The learning diaries of 16 students, and the invention project plans of seven student groups were analysed by using a theory-oriented content analysis. Theoretical framework of the content analysis related to the five technology competencies by Korhonen and partners (2022): craft, design, engineering, pro-gramming, and reflection, documentation and sharing. Through these five technology competencies the data was analysed. The results of the study showed that technology competencies were related and overlapped. In their learning diaries, student teachers often described simple craft in connection with other competencies. The ideation phase was perceived as difficult, and therefore warm-up and guid-ed ideation methods were considered important. In the design, the students also used Tinkercad for 3D modelling. Related to the engineering competence, learning everyday technology before or during the invention projects were perceived as important. The programming competence was mostly related to the microcontrollers or their programming. The programming involved both technical and team-programming related challenges. Different problems were often solved by experimenting, making mistakes and thinking together. The students documented and reflected on the performance of the tasks and the planning of the invention project in different ways with pictures, words and with reference to the sources. Some of the students reached deep reflection by describing their feelings and learning. In the invention projects planned for pre-school and first grades in primary school, drama and storytelling in the warm-up, simple crafts and engineering skills were emphasized. The invention project plans aimed at older students emphasized microcontrollers and their programming, as well as peer feedback and electronic documentation. From the invention pedagogy course, the student teachers also gained important experiences of the invention process, its phases, non-linear and iterative nature, and feelings of irritation and frustration, which will make it easier to understand the pupils’ perspective in invention process in the future.