Invention Pedagogy Kaiju Kangas; Tiina Korhonen; Laura Salo
2022, 2023, 20221025, Letnik:
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eBook
Odprti dostop
This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and ...learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly.
The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, ...combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic.
The study focuses on examining elementary pupils’ (N = 42, 11–13 years old) reflections on collaborative design processes, team collaboration and their co-inventions. Digital and traditional ...fabrication technologies were used in a 2-year co-invention project containing approximately 16 sessions during year 1 and 11 sessions in year 2. Between the two project periods, the pupils were asked to write a structured essay about their co-invention and design process, and in year 2 they kept journal notes in each team’s design-folder. Each pupil’s structured essay was analyzed with qualitative content analysis that focused on three main aspects: (1) description of the co-invention, (2) progress of the co-invention process and (3) quality of collaboration. Based on the essay analysis, we constructed a “Co-invention Table” with five categories: user, conceptual design, technical design, appearance, and construction. The nature of the 13 pupil-teams’ co-inventions varied greatly, and these co-inventions were divided according to three main functions: (1) improving cleanliness, (2) providing reminders or (3) addressing well-being. The essays provided information on how creative ideas were generated and how critical thinking and evaluation of ideas were crucial in improving ideas for further development. The collaboration was dependent on everyone’s active and equal participation into work and the importance of an adequate division of the labor was highlighted.
The Finnish National Core Curriculum for pre-primary education (FNBE, 2014) emphasizes the promotion of children’s interests in science and technology, as well as in creative designing and making. ...The integrative STEAM approach is seen as promising for fostering students’ creative competencies starting from early education stages. In pre-primary education, the STEAM framework has received little research interest; the empirical evidence of its implementation is especially limited. The objective of this present study is to explore pre-primary students’ designing and making processes involving both traditional and digital craft elements, and how their learning of everyday technologies can be supported. The data consists of video recorded sessions, where pre-primary students (n=19, aged 5–6 years) were creating felted “Power Creatures” with soft circuits. The results indicate that with adult and peer student cooperation, pre-primary students are able to create original creatures and use digital elements as a part of their craft product. Playing is endorsed as a learning method to support pre-primary education in both tangible and abstract elements of technology
The maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been ...examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teachers
In this study, we examined maker‐centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical ...materials plays a crucial role in maker activities where the socio‐epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non‐human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials.
The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, ...combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic. (DIPF/Orig.)
The present study explored pre-primary students' investigative activity during a longitudinal, integrative technology education project: the Power Creatures project. Investigative activity refers to ...the way young children act in a learning context that combines inquiry-based activities with creative hands-on activities, such as designing and crafting. Nineteen pre-primary students (aged five to six years) and two teachers participated in the case study. The main data set consisted of six video-recorded small-group sessions in which the children experimented with electronics and designed and made felted creatures containing soft circuits. The data were analysed using a theory-based, deductive content analysis. The results indicate that playful, investigative activities support pre-primary students' learning of everyday technologies and that children can transfer their understanding of the technological process from one situation to another. This process requires careful pedagogical planning and scaffolding that maintains the longitudinal process and adapts to its established and evolving goals.
In this design and development research, we revisit the term affordance and explore its contribution to understanding and facilitating collaborative designing in educational settings. Collaborative ...designing requires students to frame the design task and generate their design ideas by constructing the problem and solution together. We focused on various design challenges – that is to say, creativity constraints – during collaborative designing. Our research entailed three design studios focusing on authentic design tasks with supplied resources. The design tasks were a part of the compulsory first-year courses in Craft Studies at a university. The first design studio consisted of workshops in which student teams constructed toys based on children’s drawings. In the second design studio, the teams designed functional three-dimensional textile puzzles for visually impaired children, and in the third design studio, they produced wearable sea creatures for groups visiting the SEA LIFE aquarium. The study revealed how the creativity constraints and particular sources of inspiration facilitated students’ progressive design processes. The outcomes of the design tasks varied from simply reproducing the elements of the inspiration sources to more complex approaches through which ideas were further developed. We concluded that a balance between openness and the constraints of collaborative design tasks needs careful consideration.
Keywords: affordance, collaborative design, constraints, creativity, design task, learning environment
In this article, we examine the dynamic, active role of materiality in collaborative maker-centered learning and propose a systematic way of analyzing it. Learning by making involves students in ...externalizing their ideas through conceptual, visual, and material artifacts. The collaborative process requires students to manage the design task and organize their work processes simultaneously. With a secondary school, we conducted a co-invention project, in which small teams of 13- to 14-year-old students created smart products. Taking a case study perspective, we focused on a team of three students wherein participation was unevenly distributed. We analyzed video recordings from the team’s ten design sessions at three levels: macro, intermediate, and micro. The analysis method we developed revealed that the co-invention project offered diverse, sociomaterially entangled opportunities for collaboration. While the making task enabled embodied contribution, the physical properties of the tools and materials also limited these opportunities. Neither social nor material aspects alone determined participation within the team.
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