Browsing by Subject "monimateriaalinen"

Aims. The aim of the research is to find out how multi-material crafts are viewed in primary school craft education from the point of view of the persons teaching crafts. In the National core curriculum for basic education 2014, craft teaching is defined as multi-material craft common to all. In the previous curriculum (POPS, 2004), craft was still divided into technical work and textile work. Multi-materiality is not defined in the curriculum (POPS, 2014) so precisely that every teacher in Finland would teach multi-material craft in the same way. The research explores how multi-materiality is interpreted from the point of view of primary education teachers. The study will also find out whether the distribution of lesson hours according to the Government Decree on the National Objectives for Education Referred to in the Basic Education Act and in the Distribution of Lesson Hours 422/2012 is effective in the teaching of multi-material crafts. Methods. The data collection method of the study was a survey carried out in a few educational discussion groups on Facebook. The questionnaire consisted of eight questions. A total of 75 craft teachers, class teachers and craft teacher students from 43 different locations responded to the survey. The research was mainly carried out using qualitative methods. Quantitative content analysis was used to classify the results. Results and conclusions. The concept of multi-materiality is interpreted from the point of view of craft teachers as an inherent characteristic of craft. According to the class teachers' point of view, craft teaching is not divided into technical work and textile work, but common craft is taught, which covers all materials and techniques. In the opinion of both classroom teachers and craft teachers, a craft product is multi-material when at least two different materials are used in it. The popularity of crafts is estimated to have decreased with the curriculum reform. Working methods of technical work are perceived to be more popular among students than working methods of textile work. 41 % of the respondents were of the opinion that multi-material craft teaching is not functional in elementary school. Problems are caused by the separation of textile work and technical workspaces, insufficient training of teachers and insufficient time spent on teaching. 56 % of respondents feel that the annual distribution of lesson hours of crafts is too small. The amount of craft content increased with the curriculum reform, but the number of hours did not increase in the same proportion.