Browsing by Subject "suunnittelun opettaminen"

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.