Browsing by Subject "taidon oppiminen"
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(2017)The research examines the development and sharing of expertise in the profession of tailoring. The focus is on four themes: the impact of individual and social factors on the development of expertise and activities that either advance or inhibit its deepening. Research focused on traditional handcraft professions is important as it increases the appreciation, understanding and knowledge of these professions. Studying traditional handcrafts is also important in order to prevent the decline and disappearance of these fields. The theoretical part of the study focuses on examining previous research and theoretical literature on expertise and the development and sharing of expertise. Literature on the diversity of the methods of learning skills is also briefly discussed in the second chapter of the study, which also serves as a general introduction into the topic of the study. In this study, the development and sharing of expertise was studied by using qualitative research method. The collection of the data was carried out by conducting semi-structured individual interviews. For the purpose of the research, the experiences of skill development as well as the development and transfer of skills were collected from tailors engaged in the trade (n=4).Theoretical content analysis was used in the analysis of the material. The research results showed that the deepening of one’s own expertise was advanced by imitating the technical details of competitors and by learning by research. Sharing knowledge and skills together with other experts was not found to very common in the data. According to the tailors interviewed, the biggest obstacles for sharing expertise were the challenge of teaching skills that require routine and the lack of time. It can also be seen from the data that the reflection of one’s own workmanship was low, which may be related to the challenge of sharing skills. Those tailors who constantly challenged their own skills and routines experienced their opportunities for professional development more strongly. The reluctance to deviate from routines also rose from the data as one of the most concrete obstacles for the development of expertise. Acknowledging the factors that advance professional development is justified when the education of tailors is considered. The results of this study can contribute to this process. The organizations educating tailors should avoid teaching students simply to repeat things that are already known, even if it is important to build on what has already been learned. Educational arrangements that promote open learning and are based on students’ own interests’ support their ability to both renew and transfer what they have learned into future professional practices.
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(2017)The aim of this study was to investigate teaching of silver clay technique in the context of adult craft courses. In addition, information about challenges in teaching silver clay was collected. Theoretic background of this study consisted of studies and theories about learning and teaching of skills. Material was gathered in May to June of 2017 by individually interviewing three teachers who teach silver clay technique. The collected material was analyzed theory oriented, by using content analysis method. When classifying skills teaching, Romiszowski´s (1999) three phase method was utilized. The results of this study show that the silver clay teachers were mostly the same strategies and following Romiszowski’s (1999) three step model in their teaching. All the teachers introduced essential information for students to run the task in the beginning of the course. The information was shared by e-mail, paper copies or by organising a physical brief before the course. Explaining history and behaviour of the material as well as introducing the tools were considered essential by the teachers. In the second phase, every teacher said they would demonstrate working of silver clay concretely with the help of showpieces. Improvement of the students’s skills was supported by individual guidance and continuous feedback. When teaching silver clay, the teachers had faced various challenges, the most prominent of which were issues relating to people skills and unpredictability of materials. There is no previous research on silver clay teaching. Therefore, results of this study can be considered useful and applicable to teaching of the silver clay technique, but to teaching and planning of other craft techniques as well.
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(2020)Aims. The aim of this study was to find out whether food blogs can help to develop one’s cooking skills. The study assignment was to find out why food blogs are read, how food blogs are found developing cooking skills and how one could develop more cooking skills with the help of food blogs. Learning a skill is constant, happens often by modelling others and contains a lot of silent knowledge (Hakkainen & Paavola, 2008). The aim was to find out whether food blogs work by developing skills. Blogs’ community nature was thought to support to develop cooking skills. Methods. This study was qualitative and was done by using an internet survey and it was shared via social media and which it was open for a month. There were 12 participants aged 20-40 years old. The material was analyzed by content analysis. Results and discussion. The results showed that the food blogs do contain many sectors that help develop reader’s cooking skills. “Step by step pictures”, specific recipes, and critical points being pointed out were important in reader’s opinion when developing their cooking skills. These were also the elements that were missing in some of the food blogs. Adding videos to recipes would support develop cooking skills in the future. Better reviewing chances in food blogs would help the reader read food blogs that contain good recipes and by it develop their cooking skills even more.
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(2017)When you are teaching new things to children, the way things are told and taught are highlighted, so that understanding and learning occur. The younger the children, the more you should pay attention to the quality and the content of speech. This research was carried out in a sports club specialized in diving. In this technical and challenging sport rookies will very likely be in a situation where they have to perform moves and exercises that are new to them. The objective of this research was to figure out how two groups of children of the same skill level learned the same three moves with different types of instructions. The other group was instructed using mental images, imagination and concrete instructions, the other one on the other hand was instructed with more typical terms used in the teaching of diving. The theoretical framework for this research are the developmental theories of Piaget and Vygotsky. The material collected was used to figure out how each group learned the same moves. The research was carried out as a case study, in which the researcher herself coached both groups. The performance of both groups was documented on video to support the memory of the researcher. In addition written notes were used as a guide. The research was carried out during six instances of diving practice, 45 minutes at a time, once a week. The results showed that the easier moves were learned by children in both groups in relatively similar fashion, regardless of the type of language used by the researcher. However in the training and understanding of the more challenging moves, using mental images was clearly useful. The results can be applied to sports coaching development, especially in the coaching of younger children. Furthermore, it can be expanded into the world of early childhood education, to ease the learning, understanding and remembering of new concepts.
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(2019)The aim of the current study was to examine the concept of language awareness and learning crafts. Language awareness has been emphasized on national core curriculum (2014) as a part of school culture but meaning of the concept has been left quite open and ambiguous.Earlier research on the subject shows that teachers' views on language awareness are mostly positive, but they also experience uncertainty about how language-based teaching is practically implemented. Language awareness is often understood only as a component of studying theoretic subjects or languages. However, art and crafts contain their own symbols and concepts where used language is also meaningful. This situation created a starting point for research to find out the elements of language sensitive teaching and to analyze how language sensitive teaching can support the learning of craft skills. The chosen research method was descriptive literature review and data was collected through literature and articles concerning language awareness and learning skills. The material has been used in the research in two ways: first defining key concepts and theories, and after that as the actual material of the research, which is used to answer the research question. The analysis of the material is presented in more detail in chapter three. There are several noteworthy issues that stood out from the literature. First of all, in the learning of skills, the starting point requires cognitive abilities, thinking and memory, and the motivation of the learner. The influence of language on thinking is widely known and, as a result, tasks like thinking and reasoning are getting support already in the early stage from language sensitive teaching.Secondly, language awareness is related to supporting learner’s motivation. In addition, constructing meanings and images through the language is helping the learner observe, remember and target his attention to the relevant. The findings indicate that language sensitive teaching is important already in early phase of learning crafts and language awareness can support learning during the whole process.
Now showing items 1-5 of 5