{"id":2654,"date":"2019-04-04T21:04:02","date_gmt":"2019-04-04T19:04:02","guid":{"rendered":"https:\/\/blogit.utu.fi\/innokomp\/?p=2654"},"modified":"2019-04-04T21:04:02","modified_gmt":"2019-04-04T19:04:02","slug":"research-article-developing-a-learning-environment-for-innovation-learning-in-craft-design-and-technology-education","status":"publish","type":"post","link":"https:\/\/blogit.utu.fi\/innokomp\/en\/research-article-developing-a-learning-environment-for-innovation-learning-in-craft-design-and-technology-education\/","title":{"rendered":"Research article: Developing a learning environment for innovation learning in craft, design and technology education"},"content":{"rendered":"

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Craft is a compulsory learning-by-doing subject for pupils in grades one to seven. The activities are based on craft expression, design and technology (CDT). This research is part of national endeavours to develop innovative CDT as a basic education subject. This paper briefly explores two studies in which technical work and textile work teachers taught together in a shared learning environment, rather than in traditionally separate learning environments divided into soft and hard materials. The aim is to develop criteria for a new kind of learning environment that promotes innovation learning in pedagogical innovation processes. A new kind of teaching culture that would advance pupils\u2019 innovation processes does not arise without deliberate new practice. The first study used a mixed methods approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in primary school, to test the new teaching culture. The second study used an experience sampling method in the form of a mobile application to reveal various parts of pupils’ design and making processes in the school setting. The present research offers two perspectives on how to advance pupils\u2019 innovation processes in a school context. Though this is action research, the results are consistent with earlier studies on school reforms and offers suggestions for how to face the CDT teaching tradition. Progress requires changes in both thinking and teaching culture\u2014not only theoretically, but also in practice\u2014to develop new ideas for how to renovate and construct learning environments that support pupils\u2019 innovation processes. The key finding is that collaborative teams can support teachers\u2019 and pupils\u2019 innovation learning activities when the work is supported by shared practices, spaces and new tools.<\/p>\n

Key Words: Learning environment, Basic education, Co-teaching, School reform, Pedagogical innovation process<\/p>\n

Download pdf:
\nDeveloping a learning environment for innovation learning in craft, design and technology education<\/a><\/p>\n

This research article is part of\u00a0K\u00c4SIT\u00c4KS\u00c4\u00c4<\/a>\u00a0-project.<\/p>\n

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Jaatinen, J., & Lindfors, E. (2018). Developing a learning environment for innovation learning in craft, design and technology education.\u00a0PATT36 International Conference. Research and Practice in Technology Education: Perspectives on Human Capacity and Development,\u00a0Athlone Institute of Technology, Co. Westmeath, Ireland, 309-3<\/em><\/p>\n

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This research article is not part of InnoKomp -project. We shared it here because it’s relevant to the project.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Craft is a compulsory learning-by-doing subject for pupils in grades one to seven. The activities are based on craft expression, design and technology (CDT). This research is part of national endeavours to develop innovative CDT as a basic education subject. This paper briefly explores two studies in which technical work and textile work teachers taught […]<\/p>\n","protected":false},"author":11237,"featured_media":968,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[290],"tags":[],"class_list":{"0":"post-2654","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-yleinen-en","8":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2654","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/users\/11237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/comments?post=2654"}],"version-history":[{"count":1,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2654\/revisions"}],"predecessor-version":[{"id":2657,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/posts\/2654\/revisions\/2657"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/media\/968"}],"wp:attachment":[{"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/media?parent=2654"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/categories?post=2654"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innokomp\/wp-json\/wp\/v2\/tags?post=2654"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}