Browsing by Author "Sundström, Minna"

Objectives. The purpose of this study is to describe the progress of the Invention project and to explain the primary embodied design actions and verbal embodied design actions that emerged from the Invention project. The inventive project and creative problem-solving skills involve different phases, and the brainstorming phase is more relevant to the building of knowledge. For this reason, this study investigates the occurrence of ideas during the time of the invention project. The role of the teacher has been and will be changing. In inventive pro-jects, the teacher has many different roles, but primarily as a supporter of learning, but also as a mentor, supervisor and facilitator. This study investigated the amount of scaffolding needed by groups in the Invention project. The research questions are: 1. How does the Invention project proceed and what design-related activities are involved in a process? 2. How does the Invention project support the teaching of creativity and problem-solving skills? 3.Scaffolding and it´s appearance in the Invention project? Methods. The research data was collected in early 2017 from one primary school in the Hel-sinki region. A total of 18 students and 6 teachers participated in the study. The data was col-lected by videotaping lessons from the Invention project. Teachers' reflective diaries were also included. The videos were rated by ELAN - Linguistic Annotator 5.4. The data produced by which was exported to Excel. In Excel, the material was color coded and resulted in a visual description of the data, progress rug. Results and conclusions. The students were very committed to the invention project and there were few non-task-related activities. Primary embodied design activities were largely in accordance with the structure and theme of the lesson. The ideas were not only present dur-ing the idea phase, but throughout the project. This reflects the starting point for building and creating knowledge throughout the project, not just in the early stages of the project. Scaf-folding was highly needed, and this should be taken into consideration when designing in-ventive projects. In this study, pair mentoring and placement of groups according to skill lev-els were used to control the need for guidance.