Browsing by study line "Käsityönopettaja"

Aims. In basic education, students acquire important basic skills that are necessary for success in further studies. Craft competence developed in the craft subject promote not only practical and theoretical knowledge, but also students' awareness and self-knowledge. The study examines the perceptions of vocational teachers about craft competence as school readiness for vocational education and the factors affecting it, such as the need for cooperation between educational levels. Methods. The research data was mainly collected in November 2022 with a online survey from vocational teachers (n=81). The survey was distributed both on social media and directly to vocational schools with research permits. The research was guided by phenomenography due to its nature of exploring perceptions. The answers to the open-ended questions of the survey were analyzed by means of phenomenographic analysis, and as a result, description categories characteristic of phenomenographic analysis were created. In addition, the material was quantitatively analyzed for the attitude statements in the questionnaire. Results and conclusions. Based on the perceptions of vocational teachers, craft competence as school readiness was divided into three descriptive categories: craft knowledge, craft skills, and craft attitudes.These description categories included handcraft skills, theoretical knowledge about craft tools, materials and design among other things, artistic ability, working fluency such as self-directedness, work safety skills and problem-solving and reasoning skills, as well as individual factors such as attitudes, values and motivation. Vocational teachers considered craft competence important, especially with technical craft skills being particularly valued. The level of craft competence was generally assessed as weak, which was also evident from the answers to the open questions. The need for cooperation between the craft subject and vocational education was felt to be important, and the positive effects of cooperation were seen especially as an increase in awareness and the development of skills. Cooperation could be implemented through workshop activities, visits and jointly set goals

Objectives. The purpose of this study is to elucidate and describe the Finnish natural dyeing tradition. The research is interested in who natural dyers are, and how they dye. The study is also searching knowledge on what color sources dyers use, as well as how they have learned the skill and whether they share their knowledge with others. In addition, the study examines the significance of natural dyeing for dyers. It is important to study the topic because there is no previous research data on the tradition of natural dyeing in Finland. The theoretical background of the research focuses on natural colorants, natural dyeing, and the tradition of natural dyeing in Finland, and the concept of tradition. Methods. This is craft science research where folkloristics is adapted. The study material of which consists of a survey and thematic interviews. To the survey 35 responded 35 Finnish dyers and of them 26 was interviewed. The participants were Finnish natural dyers. The interview material was analyzed by using content analysis. Results and conclusions. The study found that typically, Finnish natural dyers are women over the age of 51 and they dye once a month or more often. The most widely used dyeing technique is boiling dyeing. The most commonly used mordants are alum and tartar. The most popular dyed materials are wool, cotton, silk and linen. Interviewees mentioned 37 different favorite color sources. Natural dyes are made for personal use, as a gift and for sale. Most of the respondents use dyed material for their own crafts, but they are also used for textile art and as material samples for teaching. The most common way for Finnish natural dyers to obtain color sources is to collect them from the nature. Information about natural dyeing is sought in books, journal articles and the Internet, but learning by experiment is also a common way to gain knowledge about nature dyeing. Communality and knowledge sharing are essential parts of the natural dyeing tradition. Also, Internet and smartphones include important sharing tools. Based on this research material it can be concluded that the transfer and sharing of dyeing information is an essential part of the natural dyeing tradition in Finland.

Objectives. The aim of this user-centered design-based research was to create a disc golf bag suitable for running use, designed for active disc golf enthusiasts. The research was based on the FEA model developed by Lamb and Kallal (1992) for the development of clothing design. This model considers user needs and preferences in product design-based, with the fundamental principles of product functionality, expressiveness, and aesthetics. Previous bag and backpack studies have shown that it is essential to consider proper fit, even weight distribution, ergonomics, and the weight of the bag/backpack in relation to the carrier's weight. Methods. The data for this thesis were collected from an active disc golf enthusiast, whose needs and preferences were the basis for product development. The participating individual played the role of an expert in the research. The research questions consisted of three parts: "What are the user's design criteria for a functional disc golf bag?", "How to develop an ergonomically functional disc golf bag for running use?", and "Does the developed bag meet the user's preferences and the product's suitability?". The research data was obtained through theme interviews, prototype testing and evaluation, as well as voice messages, which were transcribed according to design criteria. The research progressed iteratively between the researcher and the user. After gathering user data, the researcher analyzed the material, followed by collecting additional user data and analyzing it. Data collection took place progressively, following the research questions, starting in the autumn of 2022, and concluding in the autumn of 2023. Results and Conclusions. As a result of the design-based research, the user evaluated the product to be functional and in line with their desires, needs, and expectations. The user highly valued the product developed in collaboration with the researcher, which supports their hobby. The results indicated that the developed bag is functional, ergonomic, and practical. The user's satisfaction was also reflected in the product's usability and its ability to meet their needs. This reinforced the success of the development research and demonstrated that involving the user in the design and development of the product can be extremely beneficia.

Various implementation media can be used to create instructions to support independent skill learning. Despite this, little research has been done on the perception and significance of instructional materials for learning a craft skill. The purpose of this qualitative case study was to understand more deeply the connection between perceptions and learning a craft skill independently. In addition, the goal was to get deeper understanding on the inner processes of the mind that apply observations made from the instructions into practical activity and finally into skill. Of special interest in the study were the observations made by those learning craft skill independently of the instructions implemented using different media, as well as the cognitive processes in the process of learning craft skill. The primary research material consisted of recordings containing videos of the computer screen and thinking aloud, which the test subjects produced while learning Tunisian crocheting independently in an online learning environment. The secondary research material was reflections written by the test subjects afterwards. The test subjects produced recordings unsupervised. The recordings were analyzed with the Atlas.ti 22 following the principles of protocol analysis. The reflections were analyzed by thematizing the content relevant to the research. Based on the research results, the learning of a motor skill is based on the observations that are made in the learning process, but along with the observations, experimentation and practice promote the learning of the skill. The study also showed that the implementation of e-learning materials in multimedia serves different learners in learning a skill, even though video instructions require less cognitive effort. For this reason, it is recommended that the instructions intended for self-study of craft skills are implemented in the online learning environment using different media. The results also challenge to develop more flexible e-learning platforms.

Aims. Pupils with special education needs (SEN) often experience challenges in social relationships and in executive functions, and their perceptions of their own abilities may be distorted. The well-being effects of art and physical education for pupils with SEN have been studied, for example, in music and visual arts, but very little, if any, research has been done on the well-being effects of crafts for the pupils with SEN. However, the studies that have been done also support the well-being effects of crafts for students who need special support, and for this reason the subject should be investigated. The aim of the study was to find out how the well-being effects of crafts are manifested in the teaching of crafts to pupils who need special support. The study describes the well-being effects of crafts for students who need special support and considers how the well-being effects could be increased. Methods. The research material was collected by observing the Explore and Code course of the first grade of the special education school in January and February 2022 for a total of six lessons. Research permission was obtained from nine students out of ten. After the observation, in May 2022, a semi-structured interview lasting about 50 minutes was conducted with the special class teacher of the observed class. Theory-based analysis was chosen as the analysis method of the study. Results and conclusions. Three well-being effects of craft emerged from the research, which were materiality, experiences of success and social well-being, which was divided into community, the development of co-operation and modeling. In order for crafts to increase well-being, the materials had to be available, and the activity had to be of a level enabling success. Sharing the achievements of one's group was important to the students, and it increased the sense of community. However, the co-operation required the help of a teacher or special needs assistant from time to time, but the development of student-led co-operation was also noticeable. Modeling, on the other hand, was related to strengthening the feeling of belonging to a group, but at the same time, the role of insecurities related to one's own abilities was considered. By taking the research results into account, when teaching crafts to students who need special support or planning interventions that increase well-being, the well-being of the children and young people belonging to the target group can be increased.

Today's learners need the skills to meet the challenges of the future. These 21st-century skills include, among other things, collaboration, and interaction skills, but also understanding and mastering digital technologies and learning to learn skills for the student. Self-assessment skills belong to the latter and are part of formative assessment. Formative assessment takes part during learning and its aim is to develop student’s learning skills. 21st-century skills can be practiced as part of various multidisciplinary entities, such as invention projects based on invention pedagogy. Invention projects are wide-ranging entities that combine learning technology skills along with craft skills. In these projects students have the opportunity to be part of the process of co-invention. Invention projects are organised in handicraft classes. Practicing self-assessment skills supports the student's learning in invention projects. It is also part of the formative evaluation of projects. Both self-assessment and invention projects have been studied to some extent in Finland. This study utilises the division of self-assessment types developed by Saarnilahti, Lindfors and Iiskala (2019) into evidence-based, affirming, reflective and pragmatic self-assessment. This study was conducted as a case study. Its aim was to map out what kind of assessment the students would manifest within the project and how students express the types of self-assessment during their verbal interaction. Another interesting topic was how these verbal self-assessments occur at different stages of an invention project. The research material was collected in spring 2019 as part of the Growing Mind research project, and it included videos of teaching sessions (14 teaching sessions), videotaped material of interviews with researchers (3) and learning portfolios of invention project groups (3). The data was analysed in a theory-driven manner. In the videotaping of the lessons, the analysis of the material was guided by “making-process-rug” analysis method. The videos of the interviews and lessons were analysed by means of interactive analysis. Content analysis was used in the analysis of learning portfolios. The results of the study showed that the material of the invention project included expressions from all types of self-assessment. Expressions of reflective and evidence-based self-assessment were more common than others. Expressions related to self-assessment appeared at different stages of the invention project, but the largest number occurred at the end of the project as part of the evaluation phase or the written final evaluation. Of the materials in this study, self-assessment expressions were most common in interview videos, in which researchers from the Growing Mind project asked students questions related to the project. Assignments and discussions with teachers are important factors for pupils' self-assessment activities.

The goal of the study was to find out how Jewish cultural heritage can be used in craft teaching, and what this process is like from the perspective of the teacher and the students who participated in the study. The research was carried out at the Jewish School of Helsinki whose central task, in addition to the contents and goals of the national curriculum, is to support the students' Jewish identity and to pass on the cultural tradition to future generations, i.e. to preserve the Jewish cultural heritage. The research aimed to find out whether such a project can support the formation of the students' Jewish identity and what kind of reflections the project arouses in the students about their own cultural identity. The study is a qualitative school ethnographic study that used storytelling as a reference for the craft project. The research lessons were held in the spring semester of 2022 as part of the seventh graders' craft lessons, and 9 students participated in the research. During the craft project, the dramatic story of the biblical Joseph and his family was read, in parts, from the book titled Tooran tarinoita juutalaisen tradition mukaan (Torah stories according to the Jewish tradition), and the topics that emerged from the text were discussed together with the students. As a craft project, the students designed and completed "Joseph's overcoat" using different craft techniques. The research material was the observational material collected by the researcher teacher, such as notes and reflection, interviews of the students participating in the research, and the students' products created in the craft project. The material was processed and analyzed using the qualitative research method. The study showed that the Jewish cultural heritage is suitable for a project that combines crafts and cultural education, when the study module is planned and implemented carefully. The starting point of the project must be a topic brought to present day and made meaningful and interesting for the target group. The subject is then worked on functionally and with versatile methods and techniques. Storytelling and discussions add rhythm and structure to lessons, which promotes motivation and peace of mind in the class. The students mostly had a positive attitude towards the project, but the craft project was not found to have a significant effect on the students' perceived cultural identity.

The main goal of this study was to find out what the sewing process of a garment is like and what the challenges of such a process are. Not much research has been done on sewing and it’s difficult to find out information about cognitive processes of the sewing process. Sewing is described as a hobby with several different meanings. It can be a way to relax or to enjoy life. In this study there is an interest in the working methods of the sewers, the impact of previous experience on work, the critical points of work and problem-solving processes, and the usability of the guide. The research method used in the study was the thinking aloud method in which subjects are asked to speak all their thoughts aloud throughout the experiment. Through the verbalization of thoughts, information is obtained about the subjects' cognitive processes and the content of the working memory. Three subjects participated in the study. In the experiment, the subjects had to make a dress that suits them according to Suuri Käsityö -lehti 8/2019. The material of the study was thinking aloud protocols, video material and dresses which subjects were made in the study. The most common challenges in the sewing process were related to controlling the use of the seamstress and knowing the concepts. All subjects used different seam solutions in their work, although they had the same instruction in their use. The basic principle in the work was that the more familiar the work phase was, the less instruction was used to support the work and the more one's own skills were applied in the work. Not only were the sewing instructions used to support the work, but also the picture attached to the instructions and the general instructions page of the magazine. It can be stated that the guide was adequate and covers all work steps to the extent necessary.

The premise of the thesis was to study Finland’s folk costume’s most prominent aspects and develop learning material based on those aspects. I started by reviewing literature connected to the topic about teaching materials. Based on the results, I concluded that quite a bit of research has been done about folk costumes’ history, and there exists a fairly extensive amount of literature about it. However, there wasn’t that much teaching material available about folk costumes, even though a need for it has been recognized. Therefore, the mission for my thesis became to develop introductory teaching material about folk costumes for beginners. The goal for this thesis is to develop a folk costume manual, that offers an extensive information packet for beginners, along with instructions for wearing and acquiring one. As a research method I chose design-based research which consists of developing the teaching material and the theory of its development. I started the development of the manual by mapping out, what meanings are associated with folk costumes. This was carried out by interviewing four experts. The results were narratives of their experiences around folk costumes. These narratives were divided into categories to be used as material for the first draft of developing the manual, along with literary reviews. The first draft was tested by a heuristic review, in which three of the assessors of the previous step were evaluating the manual by making notes about ideas for developments and other comments. A heuristic list was offered to support the evaluation. Then, the notes were summarized into comments, and the experts classified them based on their prominence. The manual was developed based on the comments, if the experts estimated the problem to be significant. The result of the design-based research is a folk costume manual, and information about the development process. An expert interview and a heuristic evaluation proved to be functional methods for developing this type of learning material. Two themes were highlighted in relation to folk costumes in the experts’ comments: Way of speaking and vocabulary with which the costumes’ instructions and recommendations are being described, and versatility of the folk costumes. These themes had a significant impact on the folk costume manual as well.

As an old technique, hand spinning was about to be left to gather dust in attics along with spinning wheels. However, the popularity of hand spinning has been on the rise since the 1980s. The first book published in Finnish came out in 1984, and the latest in 2016. There aren't many manuals teaching spinning, and each book has its own emphasis. In addition to books, one can also learn about hand spinning online. There are blogs and online guides dedicated to the topic. This study examines hand-spinning manuals, online guides, and blog posts that discuss how to spin. The research aims to gain more knowledge about the main themes that emerge in learning materials and how the themes and emphases of learning materials differ. I want to understand better what hand spinning entails, i.e., when we talk about hand spinning, what we are talking about, and what surrounds it. The material selected consists of four (4) manuals, five (5) online guides, and six (6) blog posts. The material was collected between 2020-2022 from the internet using search terms related to hand spinning. The research employed content analysis based on the material. The material was analysed using the Atlas.ti software. The study revealed that the structure of teaching hand spinning could be divided into the history of spinning, fibre acquisition, fibre preparation, processing fibre into yarn, yarn finishing, and usability characteristics of yarn. The formed categories describe what is taught about hand spinning in different learning materials and, at the same time, what is seen as essential teachings in the materials. When examining the different emphases of the materials, it became clear that spinners can be divided into two different types: authenticity seekers and yarn producers. Hand spinning as a concept can be seen either as the process of hand spinning or as the skill of hand spinning. The research results help to understand the structure of the hand-spinning process better. And to understand what hand spinning is and what forms around it. With the help of the results, it is possible to build comprehensive teaching materials and courses that contain all the essential information about hand spinning.