Browsing by Subject "kokonainen käsityöprosessi"

Tiivistelmä - Referat - Abstract Objectives. The research task of this study is to describe, analyse and interpret what kind of craft teaching assignments occur in the field and how they correspond to the goals set by the National core curriculum for basic education (OPH, 2014). The purpose of the research is to give the reader a picture of the structure of the assignments and how the stages of the holistic crafting process are realized in the assignments. in addition, the object of examination is the implementation of design teaching and how the assignments enabled the realization of multimateriality. The structure of the assignments is examined according to the learning categories of the didactic model of investigative production. I research the realization of the holistic craft process in accordance with the contents (S1-5) of the goal (T2) of the national core curriculum for basic education (OPH, 2014). I analyse the teaching of design according to the design stages of the schools' design path. Methods. The research material was the assignments given by craft teachers to 7th-9th graders found on the internet and in the literature. There were 55 assignments in the material, and they had been implemented after 2016. The material was found on the website of Tekstiliopettaja TOL ry, on the website Punomo - handiwork online, on the website of technical subject teachers - TAO ry, on the website of educational institutes Pedanet and in the book "Kirja käsityöstä". In addition to these, I used three survey answers. I processed the material using the Atlas.ti 22 program. For the content analysis, I built three theory-based classification frameworks that answered my research questions. Results and conclusions. Most of the assignments were fairly closed (58.2%) or completely closed (27.3%). One assignment can be interpreted as quite open, but it was implemented as a collaboration between two teachers. The rest of the assignments were placed between open and closed assignments. In less than half (38%/55) of the assignments, students were instructed to use different materials in their work. Assignments can be used to aim for practice in a specific area, and by limiting them, the teaching can be differentiated. In the assignments included in this study, the holistic craft process or designing stages from start to finish were not realized. The assignments mostly consisted of the planning part and the implementation phase. In several assignments (78%/55), students were instructed to plan their work and then moved on to the doing phase (70%/55). The design was mainly limited to aesthetic details and searching for a ready-made guide or modifying an old one. Experiments in the sense of testing ideas took place only in a few tasks (7%/55). Instead of the design process, the analysed assignments showed the importance of doing.

The national core curriculum for basic education (FNBE 2014) brings changes in pedagogical outlines. Some of the key goals are to enhance pupil participation, diversify assessment and increase the use of technology. The teacher's task is to instruct and guide the pupils. The new curriculum also emphasizes transversal competences in the instruction of subjects. Furthermore there are many essential changes in crafts subject which causes stress among some craft teachers. The curriculum (FNBE 2014) defines crafts as a multimaterial subject in which the competence of managing holistic craft process (HCP) is a central principle. Crafts is defined by design, technology and craft expression. Furthermore, craft teaching requires co-teaching among craft teachers and co-operation with other subjects. This study aims to find out what kinds of reflection the new curriculum causes among craft teachers. The study was performed as a qualitative case study, in which the data was collected from the meetings of craft teachers in peer group mentoring sessions in January-March 2017. The group consisted of a mentor and eight participants who were female craft teachers in Uusimaa. The length of their teaching careers varied from two years to twenty-five years. Data was coded with ATLAS.TI-program. The analysis was data-based content analysis. According to this study, all the changes in the national core curriculum for basic education 2004 have not been fulfilled in craft teaching. Therefore the new curriculum (FNBE 2014) challenges teachers more than expected. Teachers' reflection includes a mixture of strong feelings and a large amount of questions and worries. Changes in the curriculum inspire teachers but not all teachers have the means to fulfill the requirements of the new curriculum. Learning problem-solving skills, co-operation with other teachers and student groups consisting of both girls and boys are considered the positive aspects of the new curriculum. Teachers also have more freedom to implement their teaching, and pupils can choose more optional lessons than before and be directed according to their interests. Teachers feel sorrow and anxiety because they are afraid that pupils' craft skills are weakening. The small number of craft lessons complicates the execution of the new curriculum. Some teachers experience the new technology in a very negative way as well as the experimental nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is still considered important. Teachers feel positive about the increased co-operation between craft teachers but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources to teaching groups sizes and to the planning co-teaching. Craft teachers need further education with design teaching, integration of technology, documentation and assessment. Teachers feel sorrow and anxiety when because they are afraid that of the weakening of pupils' craft skills are weakening. The small amount number of craft lessons is kept as a problem complicates the fulfillment execution of the new curriculum. A part Some of the teachers experience the new technology in a (very) negative way and as well as the experimental role nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is experienced still considered important. Teachers experience feel positive about the increased co-operation between craft teachers good but it feels tough to start co-operation but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources with to teaching groups (sizes) and to the planning of co-teaching planning. Craft teachers need further education with design teaching, integration of technology, documentation and assessment.

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.