Browsing by Subject "muotoilukasvatus"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • 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.
  • Salonen, Noora (Helsingin yliopisto, 2016)
    Nowadays design has an important role in people's everyday life. The goal of design education is to help children and young people to be more aware of and to understand different forms of design in our society, and learn how to apply design methods in practice. This is the way to promote and develop important future skills, such as knowledge creation, critical thinking and problem solving skills. In the new Finnish National Curriculum for Basic Education 2014 designing is an important part of craft education. This Master's Thesis is part of a wider design-based research which consists of work done by me and Päivi Heikkilä. Our research theme was to design and develop new design-based teaching material for secondary school craft education. The goal of the material is to inspire teachers and pupils to get familiar with the design process and to exploit it in a more holistic way in craft education. The original teaching material was designed, based on the background theory and experience, together with Päivi Heikkilä. After that we continued developing the material using the methods of user experience research. The survey for the craft teachers was part of my own Master's Thesis. The aim of the survey was to collect opinions and development ideas from the teachers working in the schools. The beta version of Muoto & käsityö teaching material was sent to 115 craft teachers around Finland and they evaluated different features of it. They were also asked to give ideas how to develop the material. The data was analyzed using statistical and qualitative research methods. According to this research, teachers are seeing the Muoto & käsityö teaching material suitable for craft education. They see the appearance and the overall structure clear, the content suitable for the secondary school pupils and the theoretical part important introduction to understand the design process. Teachers were also pleased with the usability of the project part. All of our goals for the teaching material were achieved. Teachers are seeing the Muoto & käsityö teaching material as a current and necessary addition to craft education, especially now when the new Finnish National Curriculum for Basic Education will take effect.
  • Leppänen, Meri (Helsingin yliopisto, 2020)
    The goal of this study is to analyze the characteristics of leadership in collaborative design learning and interactions emerging from the leadership actions, and the meaning of leadership for the team performance. The Co4Lab project organized by Helsinki University aims to develop multi-material and craft-based collaborative design teaching with schools and teachers. This thesis is a part of the project. The focus of the study is the multidisciplinary co-design study based on the model of co-invention (Riikonen, Sormunen, Kangas, Seitamaa-Hakkarainen ja Hakkarainen, 2018). In design learning, students solve authentic complex open-ended problems, which differ remarkably from the problems in natural sciences and mathematics. Collaborative learning and leadership in children has not been study in these kinds of complex problem-based learning challenges. The research data is recorded on video in a natural classroom setting, and covers two teaching sessions of three groups of 11-year-olds. Total length of the material is approximately 6 hours. The data was analyzed in a theory-based manner with a three-level videoanalysis model introduced by Ash (2007). 226 interaction episodes, which were started by a leadership move defined by Sun, Anderson, Perry and Lin (2017). The research analyzed the initiators, meaning and the success of leadership moves, as well as the length and quality of interaction. Based on the results, the development of joint leadership in groups was preceded by a shared idea. The ideation of groups was supported by leadership moves, which included problem-solving suggestions and the rationale for these. This was the case especially when the leadership moves were followed by forward development of initial ideas. Shared leadership of the group was associated with versatile ideation and improved interaction. Based on the results, in design learning it is important for the teachers to facilitate the constructive and mindful interaction between students.