Browsing by Subject "kehollinen ajattelu"

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  • Pohjanpalo, Lalla (Helsingfors universitet, 2016)
    Clever methods and research designs are needed in the research field of embodied thinking. There is a need to find repeatable research methods and testable hypothesis. (Nuñez, 2012, 329.) The aim of this master's thesis is to find solutions for how the embodied thinking can be identified in the knowledge creation process and how the embodied thinking can be recognized in the process and in the designed artifact. This research was implemented from the data gathered by the Handling Mind project, in Autumn 2014. It is a development study, where craft science student groups (three students) designed children's accessories for a sea world's guided tours. The purpose of applying the narrative expectation analysis was a pursuit to make the process of recognizing embodied thinking in the knowledge process more transparent. After the expectation analysis revealed occurrences of embodied thinking, idea-response pairs were defined and then formed into chains from a new idea to the final artifact, so as to interpret embodied thinking in knowledge creation process. The narrative expectation analysis resulted in a rich material for further analysis of the embodied thinking in a knowledge creation process. The spots where a new design idea and embodied thinking encountered in the collaborative design process were proved significant for the embodied thinking. These implemented analyzes revealed the essential themes of structure, materials, form and utility in designing an artifact in a collaborative design process. Based on these results it can be concluded that embodied thinking is observable with the narrative expectation analysis and embodied thinking can be recognized in a knowledge creation process. The use of narrative expectation analysis manifested itself as a useful method that revealed embodied thinking as expected. The pair and chain analysis supported the narrative nature of this study and reinforced the results of the narrative expectation analysis about revealing and identifying the embodied thinking in the knowledge creation process. According to the results and the small sample of this study in mind it can be argued that the learning in the knowledge creation process could be proved without formal exams or essays.
  • Yrjönsuuri, Varpu (Helsingin yliopisto, 2017)
    The purpose of this study is to describe and analyse elementary school students' material practices and materially mediated designing during a collaborative design process. Materiality in design was examined from three points of view: (1) materials as an aid for thinking, (2) materials as social mediators and (3) physical properties of materials. Previous studies concerning materiality have been focusing mostly in adults' design process. The data was collected as part of the research project Co4-Lab, in which elementary school students engage in a collaborative designing. Research data consisted of the video recordings of six design sessions where three groups of 5th grade students were building a material model of their innovation. Three levels of analysis were conducted, including an overview of the design session, identifying significant events and detailed analysis of dialogue and embodied actions. Deeper analysis become possible by combining all three levels. The results indicate that students used materials as mediators for ideation and collaboration. Materials became visible as an aid for thinking when students were testing ideas or structures. They also manipulated materials during a collaborative ideation. In social interaction materials were used to support verbalization and they affected division of work. There were also some problems related to materials. Constructing the simple models was slow, a lot of non-task related actions occurred and some students were left without anything to do. The role of the model as an aid for designing seemed to be vague. Modelling was used mostly to solve issues concerning the model itself not the object of design. Guidance and support is important to utilize full potential of materiality in elementary school students' design process.