Browsing by Subject "kokonainen käsityö"
Now showing items 1-7 of 7
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(2022)Objectives. The research task of this study is to analyze and interpret how online e-learning materi-als focusing on the ideation and design of crafts are suitable for primary school craft education and its planning. Applicability is assessed by examining how the selected e-learning materials support the different stages of the planning process, meet the curriculum requirements, and by assessing the pedagogical quality of the selected e-learning materials. The theory section introduces the concept of holistic craft process and, in particular, the activation, ideation and design phases as part of this process. Pedagogical models of teaching and learning crafts affect the interpretation of the results. The quality criteria produced for the production and quality assessment of e-learning materials were modified to meet the expectations set by teachers for the learning material and the special needs of craft education. These modified criteria were used in the study of the pedagogical quality of the material Methods. In this master’s thesis I studied the e-learning materials available online related to the ide-ation and design of crafts. The on-line resources selected for study were Punomo, Työkaluja käsityön suunnitteluun and Kisälli 1–6, produced by SanomaPro. From these resources, I analyzed all content directly related to ideation and design, as well as assignments where the assignment in-volved elements of ideation and planning. There were a total of 211 pages or assignments to be studied. The pages were analyzed with the help of content analysis and using an analysis framework formed through theory and familiarization with the material. Results and conclusions. For the first and second stages of a holistic craft process, activation and ideation, the pages provided quite scant support. Instead, a lot of material and tasks were found for aesthetic and technical design. Very few pages had content pertaining materialization. The assign-ments also encouraged mainly independent work. Although the pages otherwise implemented the requirements of the curriculum, the use of ideas and diverse experiences and sources of inspiration remained insufficient for the requirements of the curriculum. The e-learning material found online was mainly of excellent pedagogical quality. The content was easy to use and is helpful for teachers in planning lessons.
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(2016)Objectives. The purpose of this study was to find out primary school teachers toughts about the handcrafts new curriculum (The Finnish National Board of Education 2014) commissioning in school. This study examines handcrafts new curriculums commissioning allowing and complicating factors as primary school teachers describe them. Former studies have shown that curriculums role in directing teaching in classroom is weak. During the reform of curriculum is extremely important to find out reasons why curriculum and teaching in action wont match. Methods. Data collection method is semi-structured theme-based-interview in which participated six primary school teachers. The analysis of the research is done by content-analysis. The study was theory-based and material-based because other of the research questions was formed during data collection and analysis. Results and conclusions. Primary school teachers experience the handcrafts new curriculum commissioning possible by their knowledge of students, their own handcraft skills and personal feature. Handcraft curriculums solid handcraft was seen difficult as teachers handcraft skills were emphasized either in technical work or in textile crafts and also because of schools structure. Teachers thoughts are lead by traditions in history of handcraft. As a conclusion can be noted that teachers education must be taken in practise especially during the curriculum transforming. In addition management of change in all levels from The Finnish National Board of Education to cities and schools is extremely important: by organizing resources, space and renovating. In addition in the conclusions is shown that signal to teachers must be clear: its is time to reform thinking about the handcraft in schools.
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(2016)Nowadays design has an important role in people's everyday life. The goal of design education is to help children and young people to be more aware of and to understand different forms of design in our society, and learn how to apply design methods in practice. This is the way to promote and develop important future skills, such as knowledge creation, critical thinking and problem solving skills. In the new Finnish National Curriculum for Basic Education 2014 designing is an important part of craft education. This Master's Thesis is part of a wider design-based research which consists of work done by me and Päivi Heikkilä. Our research theme was to design and develop new design-based teaching material for secondary school craft education. The goal of the material is to inspire teachers and pupils to get familiar with the design process and to exploit it in a more holistic way in craft education. The original teaching material was designed, based on the background theory and experience, together with Päivi Heikkilä. After that we continued developing the material using the methods of user experience research. The survey for the craft teachers was part of my own Master's Thesis. The aim of the survey was to collect opinions and development ideas from the teachers working in the schools. The beta version of Muoto & käsityö teaching material was sent to 115 craft teachers around Finland and they evaluated different features of it. They were also asked to give ideas how to develop the material. The data was analyzed using statistical and qualitative research methods. According to this research, teachers are seeing the Muoto & käsityö teaching material suitable for craft education. They see the appearance and the overall structure clear, the content suitable for the secondary school pupils and the theoretical part important introduction to understand the design process. Teachers were also pleased with the usability of the project part. All of our goals for the teaching material were achieved. Teachers are seeing the Muoto & käsityö teaching material as a current and necessary addition to craft education, especially now when the new Finnish National Curriculum for Basic Education will take effect.
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(2015)The main purpose of this study is to describe and analyze teachers views of holistic craft and its realization in primary school. There were two research questions at this study: 1) How teachers understand the concept of holistic craft? 2) How does holistic craft come true according to the teachers. The research material was collected on social media (Facebook) by group interview. The group interview lasted six weeks (23.1-9.3.2015). There were six class teachers and subject teachers who took part in the interview. They had working experience from three to 21 years. Qualitative content analysis was used to analyze the data. The analysis was based on five themes rising from the theory and structuring the interview (conceptual perspective, perspective of value, perspective of process, perspective of pupils, perspective of teaching). The conceptual perspective showed that the concept of holistic craft was understood well. The teachers categorized concept to ideation, designing, making and evaluation. On the other hand holistic craft were mixed up mistakenly with the combination of textile craft and technical craft. The holistic craft were seen of a great value and it should be systematically realized already from the first grade. However, some of the teachers thought that it is also important to teach ordinary craft. Perspective of process showed that the holistic craft process needs frames, facilitation and time, so that implementation is possible. When the teachers spoke about the holistic craft, they spoke mostly about designing. The designing needs to be trained as much as making process because difficulties of designing in particular was felt resulting from a lack of experience. From the pupils' perspective pupils' experience of holistic craft seemed to affect pupils' attitudes towards holistic craft. When the pupils' get accustomed to working according to holistic craft since the first class, they would prefer holistic craft as normal approach. As a novel issue for teachers, holistic craft was experienced slightly challenging. Also, the teachers' own attitude had an impact on pupils' attitude. From the perspective of teaching, teachers' thought that craft science education and their working experience were important factors to the teaching of holistic craft.
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(2016)In 2010 The Finnish National Board of Education made a follow-up assessment of the learning outcomes in arts education. The data of the research was collected during the assessment and it is nationally representative. In my Master's Thesis I examined the attitudes of the pupils towards crafts in school. The main purpose of the Thesis was to research a connection between the attitudes and the cognitive and skilled learning outcomes among the 9th grade pupils of the Finnish comprehensive school. The theoretical context of the Thesis was based on the National Core Curriculum for basic Education 2004 and crafts in it. Other relevant contents are crafts in the school, holistic craft, attitude and assessment. A total of 4792 pupils participated in the assessment at the first stage. At the second stage the number of participants was 1548 and at the third stage there were 661 participants. In this Thesis I have especially concentrated on the items of measuring the attitudes and the learning outcomes. At the first stage there were 18 claims concerning the attitudes and 10 questions were measuring the learning outcomes. At the second stage there were 15 claims concerning attitudes and 24 questions were measuring learning outcomes. At the third stage the pupils performed the production assignment of the crafts. The data of the Thesis was analysed with SPPS program using the Cluster analysis, the cross tabulation and the Analysis of Variance. As a result of the Cluster analysis three groups came out: those who had the most positive attitude, those who had a quite positive attitude and those who had the least positive attitude towards crafts. At the 1st stage 43,95 % of pupils had a most positive attitude, 39,96 % had quite positive attitude and 15,32 % had least positive attitude towards crafts. At the 2nd stage the results were 35,04 %, 44,62 %, 20,34 %. Generally it can be said that the pupils attitude towards craft is good. The results of the Thesis prove that there is a statistically high and a significant connection between attitudes and learning outcomes. The conclusion of the Thesis is that the attitudes towards crafts has a strong connection to learning outcomes in crafts. Connection between attitudes and learning outcomes has been searched in the long-term period in other school subjects. Research concerning the learning outcomes in art education (music, visual arts and crafts) has never been done either in Finland than internationally. The data, which has been used at this Thesis is therefore unique.
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(2019)Goals. The aim of study was to examine what sectors of holistic craft are carried out in craft teaching from pupils point of view. In addition, are based on chosen theory of functions of holistic craft pupils' experiences of success and difficulties were also investigated. Methodology. Research was carried out as a survey at the three comprehensive school in Varsinais-Suomi in fall 2017. The schools were chosen randomly. The target group consisted of 7th grade students. 324 pupils responded to this survey. The measures of formula consisted of three parts: 1) background questions, 2) the questions of craft, which based on Assessment of learning Outcomes of Music, Visual arts and Crafts in grade 9. (Hilmola, al. 2011), 3) exploratory questions of succeeding and difficulties. This measurement formula was based on theoretic part of this research. The data was analysed using SPSS software. Results and conclusions. As a result, the pupils experienced that they were ideating and planning their own craft product, although teacher´s role was important during ideation. Over half of pupils were often made a plan of products and over half of pupils were prepared products according to the plan. In addition, the products were often made according to the instructions given by the teacher or the product was reproduced from the finished model work. There was made only a few self-assessments. The teamwork was used only on ideation during craft lessons. The pupils were experienced mainly succeeding than difficulties on chosen actions. It was experienced more difficulties than succeeding in the beginning of ideation, motivation of assignments and complacency of own craft. The results of this thesis are similar to the earlier researches. The students experienced that they are preparing a holistic craft when the teacher´s role is big. Partly, the pupils are making divided craft. The craft is experienced a comfortable subject that creates succeeding.
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(2016)Goals. The aim of the study is to find ways to support the execution of complete craft process by examining craft teachers' understandings of the concept of complete craft process and their ways to put it into practice in craft teaching. To find these ways and to assimilate the concept of complete craft process is topical issue at the moment, because craft teaching should instruct pupils to master the complete craft process according to the aims in the becoming Finnish National Curriculum (POPS 2014). Methodology. The study is qualitative case study. It was implemented by interviewing six craft teachers, which had worked in secondary school. The themes in this focused interview were structured on the strength of the previous surveys, which have defined the concept of complete craft process and suggested ways to support the phases of the complete craft process. These definitions and ways instructed also the content analysis of the transcribed data. There were also used the ways of phenomenology analysis in the examining of teachers' understandings. Results and conclusions. The teachers defined the complete craft process as pupil-oriented way of making crafts. In their opinion the phases of creation, design, making and reflection can be executed in the same time and repeated during the craft process. The phases can also get different kind of emphasis. Even though all interviewed teachers told a lot of reasons for the execution of complete craft process from the view of learning, some of them found reasons for craft teaching partially for example in teaching craft techniques. The teachers' ways of support the phases of complete craft process surrounded the themes of pupil-orientation, interactive learning, personal instructing and conceptualization of the complete craft process by documenting the phases. The supporting ways of execution of complete craft process can be divided to teacher's skills, attitudes ja pedagogic decisions. Pupil-oriented teaching requires that teacher has knowledge about pupils and openness for pupils' ideas. The teaching should also be done according to the pupils' skills. The assignments should instruct pupils to master the complete craft process within the limits of the using resources. The formulating of this kind of assignments presumes that teacher acquires the concept of complete craft process as the foundation of craft teaching and motivates pupils by engaging and encouraging them in the craft process.
Now showing items 1-7 of 7