Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Att närma sig sociomateriell komplexitet i yrkesdidaktiken med en känsla av sammanhang
No full textA complex, vocational school-based teaching practice with dual roles and contexts places demands on vocational teaching and the teaching materials involved. One of the challenges for vocational teachers is to teach with responsiveness to changes in working life. This study explores how vocational teachers enact and reflect on their sociomaterial teaching practice to enhance aspects of their student\u27s sense of coherence (SOC). Data includes observations and interviews with three vocational teachers, representing three different vocational programs in Sweden. In the analysis three themes are highlighted: i) Materials, ii) Connections to working life, and iii) Human relations and interaction. Findings show how applying SOC is understood as a way to navigate a sociomaterial complexity, here and now, in the vocational teaching practice. The paper contributes to a discussion on how vocational teachers constitute teaching materials from a wide range of materials. Contributions include increased knowledge about teaching materials in the vocational teaching practice
The use of tools in vocational education: Teacher-student interaction in vocational subject teaching
No full textThe article is about the various ways tools can be used in the interactions between teacher and students during workshop sessions in vocational education. Through video observations in classrooms, we investigate how tools are used as objects of learning in four technical vocational programs. The theoretical foundation of the study is the variation theory of learning. In the video-recorded lessons, situations where tools have been foregrounded in the interaction between students and teachers have been categorised in relation to the research question: In what different ways is the use of tools foregrounded as an object of learning in vocational workshop teaching? The result points to four categories about 1) finding any object to solve a task, 2) contributing to the understanding of using a specific tool for a specific task, 3) understanding the complexity of using tools to solve a task and 4) creating and recreating a tool to complete a task. Theconclusion is that there are different kinds of learning content and abilities related to tools which can be understood in the enacted vocational workshop teaching. Our study shows that tools are dynamic, created, and shaped in various contexts, and the use of tools as an object of learning often spontaneously, in different teaching situations and interactions between teachers and students. The vocational students get different opportunities to learn to use tools in different ways in here-and-now situations based on the requirements of the vocational work.Artikeln handlar om hur verktyg på olika sätt framträder som undervisningsinnehåll i yrkesämnesundervisningen. Fokus ligger på den interaktion som sker mellan lärare och elever i skolans verkstäder och workshopar inom yrkesutbildningen.Genom videodokumenterade klassrumsobservationer undersöker vi hur verktyg används som ett lärandeobjekt i samspelet mellan yrkeslärare och elever. Den teoretiska grunden för studien är variationsteorin. Detta ramverk används för att förstå det insamlade materialet av videoinspelade lektioner från fyra tekniska yrkesprogram där verktyg är i förgrunden i samspelet mellan elever och lärare kategoriserats i relation till forskningsfrågan: På vilka olika sätt framträder användning av verktyg som ett lärandeobjekt då de hamnar i förgrunden som innehåll i yrkesämnesundervisningen? Resultatet visar på fyra kategorier som handlar om att använda och förstå verktyg och objekt för att lösa uppgifter i omedelbara situationer. Kategorierna handlar om att 1) hitta och använda tillgängliga objekt, 2) förstå hur specifika verktyg används, 3) hantera komplexiteten i verktygsanvändning och 4) skapa eller modifiera verktyg för att lösa problem. Slutsatsen är att det finns olika typer av innehåll och förmågor relaterade till verktyg som används i yrkesämnesundervisningen i skolans verkstäder och workshopar. Vår studie visar att verktyg är dynamiska, skapade och formade i olika sammanhang. Användningen av verktyg som ett lärandeobjekt sker i olika undervisningssituationer och interaktioner mellan lärare och elever. Yrkeseleverna får olika möjligheter att lära sig använda dem på olika sätt i här och nu-situationer utifrån de situationer som uppstår i yrkesämnesundervisningen.Artikeln handlar om hur användning av verktyg framträder på olika sätt i samspelet mellan lärare och elever i yrkesämnesundervisningen som den sker i skolans verkstäder och workshopar inom yrkesutbildningen. Den teoretiska utgångspunkten för studien är CAVTA (Conversation Analysis and Variation Theory Approach) och analysen bygger på videoinspelade lektioner från fyra tekniska yrkesprogram: VVS- och fastighetsprogrammet, Bygg- och anläggningsprogrammet, El- och energiprogrammet, samt Hantverksprogrammet med inriktning på frisör, barberare och hår- och makeupstylist. I analysen av de videoinspelade lektionerna har situationer där verktyg är i förgrunden i samspelet mellan elever och lärare kategoriserats i relation till forskningsfrågan: På vilka olika sätt framträder användningen av verktyg som det innehåll som är i förgrunden i yrkesämnessundervisningen? Resultatet visar på fyra framträdande kategorier: 1) Hitta vilket objekt som helst för att lösa en uppgift i här och nu-situationer. 2) Bidra till förståelsen av att använda ett specifikt verktyg för en specifik uppgift i här och nu-situationer. 3) Förstå komplexiteten i att använda verktyg för att lösa en uppgift i här och nu-situationer. 4) Konstruera och rekonstruera ett verktyg för att slutföra en uppgift i här och nu-situationer där ett verktyg kan skapas eller återskapas för att lösa ett problem. Slutsatsen är att det finns olika typer av innehåll och förmågor relaterade till verktyg som framträder i yrkesämnesundervisningen i skolans verkstäder och workshopar. Yrkeseleverna får olika möjligheter att lära sig använda verktyg på olika sätt i här och nu-situationer utifrån de situationer som uppstår i yrkesämnesundervisningen
I gränslandet mellan yrkesdidaktik och specialpedagogik: Specialyrkesdidaktiska lärdomar från finländsk yrkesutbildning
No full textVocational teachers often face challenging teaching situations because vocational education groups include a large heterogeneity among students regarding their learning abilities, experiences, interests, and ambitions. This study focuses on the didactic aspects of teaching and the solutions that vocational teachers use when working with students with special educational needs. The article introduces the concept of special vocational didactics, a combination of vocational didactics and special education. Hiim and Hippe\u27s (2022) didactic relational model serves as the study\u27s theoretical perspective.
Data was collected through focus group discussions at a Finland-Swedish vocational educator. Three different groups with a total of 14 vocational teachers participated in the data collection. The data was analyzed using directed content analysis (Hsieh & Shannon, 2005). The results reveal a consensus among vocational teachers that all students need to meet the minimum goals regarding vocational knowledge. To achieve these goals, vocational teachers use a variety of special vocational didactic solutions at structural, group, and individual levels. Challenges also exist in the field. At the structural level, for example, vocational teachers prefer to collaborate with other staff to provide student support and would like to collaborate more than is currently practically and resource-wise possible. At the group level, teachers offer students structural support to help them understand the demands and expectations in their studies, thereby facilitating student learning. Large groups and groups with students who have vastly different levels of knowledge and experience are highlighted as particularly challenging. At the individual level, it is shown how vocational teachers meet students\u27 needs for support by individualizing tasks. The central results are discussed, and development opportunities and challenges are highlighted.Yrkeslärare står ofta inför en utmanande undervisningssituation eftersom yrkesutbildningens undervisningsgrupper inkluderar en stor heterogenitet bland de studerande med avseende på såväl studerandes inlärningsförmåga och erfarenheter som intressen och ambitioner. I föreliggande studie sätts fokus på de didaktiska aspekterna av undervisningen och de lösningar som yrkeslärare använder sig av i mötet med studerande som behöver stöd i studierna. I artikeln introduceras begreppet specialyrkesdidaktik, en kombination av yrkesdidaktik och specialpedagogik. Hiim och Hippes (2022) didaktiska relationsmodell fungerar som studiens teoretiska perspektiv.
Data samlades in genom fokusgruppsdiskussioner hos en finlandssvensk yrkesutbildare. Tre olika grupper med totalt 14 yrkeslärare deltog i datainsamlingen. Data har analyserats med hjälp av riktad innehållsanalys (Hsieh & Shannon, 2005). I resultaten framkommer en enighet bland yrkeslärarna om att alla studerande behöver nå upp till minimimål gällande de yrkesmässiga kunskaperna. För att nå dessa mål använder sig yrkeslärarna av varierade specialyrkesdidaktiska lösningar på struktur-, grupp och individnivå. Även utmaningar förekommer. På strukturnivå framkommer exempelvis att yrkeslärarna gärna samarbetar med övrig personal för att kunna erbjuda studerande stöd och att de gärna skulle samarbeta i större utsträckning än vad som i nuläget är praktiskt och resursmässigt möjligt. På gruppnivå identifieras bland annat hur lärarna erbjuder studerande ett strukturstöd för att studerande ska få översikt över krav och förväntningar i studierna och på så sätt tillrättalägger för studerandes lärande. Stora grupper och grupper med studerande som har kunnande och erfarenheter på väldigt olika nivå lyfts fram som särskilt utmanande. På individnivå framkommer exempelvis hur yrkeslärarna möter studerandes behov av stöd genom individualisering av uppgifter. De centrala resultaten diskuteras och utvecklingsmöjligheter samt utmaningar lyfts fram.Yrkeslärare står ofta inför en utmanade undervisningssituation i och med att yrkesutbildningens undervisningsgrupper inkluderar en stor heterogenitet bland de studerande med avseende på såväl studerandes inlärningsförmåga och erfarenheter som intressen och ambitioner. I föreliggande studiesätts fokus på de didaktiska aspekterna av undervisningen och de lösningar som yrkeslärare använder sig av i mötet med studerande som behöver stöd i studierna. I artikeln introduceras begreppet specialyrkesdidaktik, en kombination av yrkesdidaktik och specialpedagogik. Hiim och Hippes (2022) didaktiska relationsmodell fungerar som studiens teoretiska perspektiv.
Data samlades in genom fokusgruppsdiskussioner hon en finlandssvensk yrkesutbildare. Tre olika grupper med totalt 14 yrkeslärare deltog i datainsamlingen. Data har analyserat med hjälp av riktad innehållsanalys (Hsieh & Shannon, 2005). I resultaten framkommer en enighet bland yrkeslärarna om att alla studerande behöver nå upp till minimimål gällande de yrkesmässiga kunskaperna. För att nå dessa mål använder sig yrkeslärarna av en mångfald av specialyrkesdidaktiska lösningar på struktur-, grupp och individnivå. Även utmaningar förekommer. På strukturnivå framkommer exempelvis att yrkeslärarna gärna samarbetar med övrig personal för att kunna erbjuda studerande stöd och att de gärna skulle samarbeta i större utsträckning än vad som i nuläget är praktiskt och resursmässigt möjligt. På gruppnivå identifieras bland annat hur lärarna erbjuder studerande ett strukturstöd för att studerande ska få översikt över krav och förväntningar i studierna och på så sätt tillrättalägger för studerandes lärande. Stora grupper och grupper med studerande som har kunnande och erfarenheter på väldigt olika nivå lyfts fram som särskilt utmanande. På individnivå framkommer exempelvis hur yrkeslärarna möter studerandes behov av stöd genom individualisering av uppgifter. De centrala resultaten diskuteras och utvecklingsmöjligheter samt utmaningar lyfts fram
Racialized narratives about multicultural parental collaboration in early childhood education and care: Normality understood as whiteness
No full textThis study examines what racialized narratives emerge when staff in two Norwegian early childcare centers discuss multicultural parental collaboration. Results stem from a re-analysis of the narratives from two focus group interviews from a previous study that focused on staff conversations about their descriptions of their collaboration with parents and families with refugee backgrounds. Theoretically, the study draws on symbolic power and violence theories, white privilege, and critical race theory. The results were dominated by two main narratives: Normality and Language. Normality narratives appear to emphasize whiteness and Norwegianess as the norms that all parents are expected to follow, and parents who do not conform risk being alienated and generalized as representatives of "the others." Language narrative highlights the place the Norwegian language occupies in judging parents\u27 and children\u27s abilities and ways of interaction. Given the importance placed on parents and children mastering the Norwegian language for future success in Norwegian society, other forms of communication and interactions are devalued and condemned, marginalizing parents and children struggling to learn and understand the Norwegian language and culture. The consequences of these narratives minimize the early childcare center’s role as a bridging institution
Navigating Clinical Decision Support Systems in Emergency Medical Services: Balancing Professional Judgment and Technological Integration
No full textThis article illustrates how clinical decision support systems (CDSS) are integrated into clinical reasoning and affect decision-making processes in emergency medical services (EMS). CDSS aims to assist clinical reasoning with relevant patient information and medical knowledge, facilitating decision-making. As CDSS become increasingly significant in Swedish healthcare, understanding their implementation is critical, particularly as technological innovations may reshape clinical reasoning and professionals’ decision-making. The study draws on empirical data from observations and interviews with registered nurses (RNs) in a simulation project. Findings illustrate how clinical reasoning is a collective process among colleagues and how emotions and tacit knowledge are central to professional judgment. Although RNs express confidence in technical systems assisting clinical reasoning, they remain skeptical in situations requiring compromises to their judgment based on CDSS outputs. Finally, the article problematizes the effects on RNs when working with unsynchronized or insufficiently functioning technical systems
Planlægning som styrker skoleudvikling på erhvervsuddannelser: Udvikling af skolelederes planlægningskompetencer
No full textI artiklen beskriver vi virkningen af eksternt initierede interventioner på skoleudvikling inden for erhvervsuddannelsesområdet (VET). Vi beskriver interventionernes virkning på skoleledernes planlægningspraksis. Baseret på empirisk materiale fra et longitudinelt forsknings- og udviklingsprojekt, der involverer syv partnerskaber mellem skoler og universiteter, argumenterer vi for, at interventioner, hvor forskere og skoleledelsesteams samarbejder under planlægningsprocessen, kan kvalificere skoleudviklingsprojekter. Artiklen bygger på et litteraturstudie, der undersøger de faktorer, som har betydning for skoleudvikling inden for VET. Litteraturstudiet viser at planlægning er en central opgave for skoleledere i forbindelse med skoleudviklingsinitiativer. Artiklen beskriver indholdet, formen og resultaterne af interventionerne og argumenterer for, at sådanne interventioner kan forbedre kvaliteten af skoleudviklingen. Interventionerne som undersøges i artiklen, er udviklet på baggrund af en forståelse af planlægning som en kontinuerlig opgave når skoleledere varetager skoleudvikling. Gennem interventionerne udvikles lederes planlægningskompetencer. Vi beskriver, hvordan interventionerne styrker den formative evaluering på skolerne og hvordan de støtter lærernes involvering i skoleudviklingen. Vi beskriver faktorer, der kan hæmme succesfulde planlægningsinterventioner. Vi finder at manglende tillid mellem forskere og skoleledere og skolelederes fastholdelse af egne udviklingsmodeller, vanskeliggør kompetenceudviklingen. Studiet bidrager med ny viden om, hvordan skoleledere kan kompetenceudvikles med henblik på at kvalificere skoleudvikling inden for VET.This article explores the impact of externally initiated interventions on planning practices among school leaders within vocational education and training (VET). Based on empirical data from a longitudinal research and development project involving seven school–university partnerships in Poland, Hungary, Slovakia, and the Czech Republic, we argue that interventions in which researchers and school leadership teams collaborate during the planning process can improve this process.
The article describes the content, form, and results of the planning interventions that are grounded in evaluation theories and approaches to action research in school-university partnerships. The article builds on interviews with the school leaders and recorded online evaluation meetings.
We argue that conducting a ‘plan for quality improvement’ enhance the quality of school improvement processes, by highlighting the improvement perspective, developing leaders’ planning competencies, and encourage the leaders to involve teachers in school improvement processes. We explore factors that can hinder successful planning interventions by examining cases in which interventions did not produce the expected results. The study provides new insights into how school leaders planning processes can be improved.
Former research point to the importance of planning in relation to school improvement. Few investigates how the planning processes can be supported. In this article we present a strategy for improving school leaders planning processes at VET schools.I artiklen beskriver vi virkningen af eksternt initierede interventioner på skoleudvikling inden for erhvervsuddannelsesområdet (VET). Vi beskriver interventionernes virkning på skoleledernes planlægningspraksis. Baseret på empirisk materiale fra et longitudinelt forsknings- og udviklingsprojekt, der involverer syv partnerskaber mellem skoler og universiteter, argumenterer vi for, at interventioner, hvor forskere og skoleledelsesteams samarbejder under planlægningsprocessen, kan kvalificere skoleudviklingsprojekter. Artiklen bygger på et litteraturstudie, der undersøger de faktorer, som har betydning for skoleudvikling inden for VET. Litteraturstudiet viser at planlægning er en central opgave for skoleledere i forbindelse med skoleudviklingsinitiativer. Artiklen beskriver indholdet, formen og resultaterne af interventionerne og argumenterer for, at sådanne interventioner kan forbedre kvaliteten af skoleudviklingen. Interventionerne som undersøges i artiklen, er udviklet på baggrund af en forståelse af planlægning som en kontinuerlig opgave når skoleledere varetager skoleudvikling. Gennem interventionerne udvikles lederes planlægningskompetencer. Vi beskriver, hvordan interventionerne styrker den formative evaluering på skolerne og hvordan de støtter lærernes involvering i skoleudviklingen. Vi beskriver faktorer, der kan hæmme succesfulde planlægningsinterventioner. Vi finder at manglende tillid mellem forskere og skoleledere og skolelederes fastholdelse af egne udviklingsmodeller, vanskeliggør kompetenceudviklingen. Studiet bidrager med ny viden om, hvordan skoleledere kan kompetenceudvikles med henblik på at kvalificere skoleudvikling inden for VET
Å leve som a/r/tograf – Et nordisk perspektiv : Introduksjon til del 2
No full textThis article introduces the second and final part of the special issue, Living as an a/r/tographer – A Nordic perspective. The editorial team present some of their reflections and discussions over three years of editorial work, before they introduce the contributions in the second half of the issue – six scientific articles and one explorative text. The Nordic authors contributing to the special issue form a vibrant chorus of voices from various professional fields in art and culture, addressing a multitude of themes that serve as diverse entry points into a/r/tographic research. The editorial team members have been interwoven with the authors, with one another, with peers, and with theories. In this introduction, the four editors, in a rhizomatic manner, highlight themes and concepts they have engaged with throughout their editorial processes. This work has unfolded both as a community (of practice) and through individual thought-dialogues. The introduction raises reflections and questions about editorial work as a collective effort, the place and value of such work within the academic framework, and ethical considerations in a/r/tographic inquiry. Additionally, it highlights key concepts and characteristics of a/r/tographic research—those that have challenged the editors and prompted them to pause to reflect once more, such as the personal, the affective, and that which creates resonance.
Photo: Ann-Hege Lorvik WaterhouseDenne artikkel innleder den andre og siste delen av temanummeret Å – leve som a/r/tograf – Et nordisk perspektiv. Redaksjonen gir først noen innblikk i overveielser og diskusjoner gjennom tre års redaksjonsarbeid, før de presenterer den andre delens bidrag – seks vitenskapelige artikler og én eksplorativ tekst. De nordiske forfatterne som fyller de to delene av spesialnummeret utgjør et kor av stemmer fra forskjellige faggrupper innen kunst- og kulturfeltet, og et utall av tematikker med mangfoldige innganger til a/r/tografisk forskning blir berørt. Redaksjonen har vært mer (og tidvis mindre) sammenvevd med forfattere, hverandre, fagfeller og med deres teorier i flere år. Her forsøker de på rhizomatisk vis å trekke frem tematikker og begreper som de har levd med gjennom dette redaktørarbeidet, og det gjøres både i (praksis)fellesskap og som individuelle tanke-dialoger. Det handler om redaksjonelt arbeid som kollektiv dugnad, om plassen denne form for arbeidsinnsats har i det akademiske regnskapet og om etikkens betydning og områder i a/r/tografisk forskning. Videre belyses også begreper og særtrekk ved den a/r/tografiske forskningspraksisen som har utfordret og fått dem til å stoppe opp tenke en gang til – eksempelvis det personlige, det som virker affektivt og det som skaper resonans.
Foto: Ann-Hege Lorvik Waterhous
How Peer Support Enables a More Sustainable Professional Medical Role: A Qualitative Study
No full textPeer support services have been established in several professions to help individuals cope with challenging work and life situations. Using the medical profession as an example, we have qualitatively studied physicians’ experiences of peer support. We conducted interviews with 12 physicians shortly after they had attended peer support and 12 months later. We analysed the interviews using systematic text condensation. We then reanalysed each pair of interviews (baseline and follow-up) using Schein’s model to further deepen the analytical insights. The results show that the professional medical role can evolve. Peer support helped the individual physician to become aware of, acknowledge and adjust to how unwritten rules within the medical culture had formed a non-sustainable professional role. Peer support can facilitate changes at and outside work, as well as foster a willingness to seek treatment for self-care.
Crafts and learning – as seen through Embodied cognition
No full textThis article aims to provide insight in the research area of embodied cognition and shows how it can emphasize how we understand the skills taught in sloyd education and thus create new arguments for the didactic relevance of sloyd. This is relevant since the practical competence in the Danish public school has diminished over the past 20 years, on behalf of an increasingly theoretical public school. We need strong scientific arguments for the maintenance and further development of craft as a school subject. The article is a theoretical contribution without practitioner empirical parts, and the method used is a review of embodied cognition research, put in perspective to the author´s experience with sloyd education and general woodworking. As such, it should be read as an essay. Embodied cognition differs from traditional brain research, in the understanding that the brain is plastic: cognition is shaped by the brain being embodied in our body, embedded in our surroundings, extended through tools, and enactive through the necessity of human movement. The fundamental structures of wood and tools are highly functionally coded. Therefore, techniques and working methods in sloyd are taught, learned, and stored through repetitive practice and training, corresponding to the design of the tools and materials. At the same time, the way our brain governs our actions with the tools, is highly dependent on the surroundings in which we learn. The background and prerequisites for embodied cognition as a research field are pointed out, explaining why the neurological hierarchy of amodal thinking demands that tools and techniques in sloyd must be gradually introduced and learned, so the pupils can use them in the best conceivable way in a free, creative design processes. Simultaneously, our modal perceptual impulses in the neural network are inextricably connected to our body’s earlier experiences. This perspective review shows that hierarchy of amodal and modal learning processes in sloyd is extremely dependent one another. Therefore, the teacher must take into consideration that every time we introduce a tool or technique to a student or pupil, we consider, and take notice of, the impact of the corporeal learning environment. Further research in the field of sloyd, as seen through embodied cognition, can contribute to understand the importance and necessity of a thorough and precise introduction of tools and materials to pupils in the public school.
Keywords: Sloyd, Embodied Cognition, Craft and Design, Brain plasticity, Practical Competence.This article aims to provide insight in the research area of embodied cognition and shows how it can emphasize how we understand the skills taught in sloyd education and thus create new arguments for the didactic relevance of sloyd. This is relevant since the practical competence in the Danish public school has diminished over the past 20 years, on behalf of an increasingly theoretical public school. We need strong scientific arguments for the maintenance and further development of craft as a school subject. The article is a theoretical contribution without practitioner empirical parts, and the method used is a review of embodied cognition research, put in perspective to the author´s experience with sloyd education and general woodworking. As such, it should be read as an essay. Embodied cognition differs from traditional brain research, in the understanding that the brain is plastic: cognition is shaped by the brain being embodied in our body, embedded in our surroundings, extended through tools, and enactive through the necessity of human movement. The fundamental structures of wood and tools are highly functionally coded. Therefore, techniques and working methods in sloyd are taught, learned, and stored through repetitive practice and training, corresponding to the design of the tools and materials. At the same time, the way our brain governs our actions with the tools, is highly dependent on the surroundings in which we learn. The background and prerequisites for embodied cognition as a research field are pointed out, explaining why the neurological hierarchy of amodal thinking demands that tools and techniques in sloyd must be gradually introduced and learned, so the pupils can use them in the best conceivable way in a free, creative design processes. Simultaneously, our modal perceptual impulses in the neural network are inextricably connected to our body’s earlier experiences. This perspective review shows that hierarchy of amodal and modal learning processes in sloyd is extremely dependent one another. Therefore, the teacher must take into consideration that every time we introduce a tool or technique to a student or pupil, we consider, and take notice of, the impact of the corporeal learning environment. Further research in the field of sloyd, as seen through embodied cognition, can contribute to understand the importance and necessity of a thorough and precise introduction of tools and materials to pupils in the public school.
Keywords: Sloyd, Embodied Cognition, Craft and Design, Brain plasticity, Practical Competence
Materialbasert og kunstnerisk utforsking av form, vind, bevegelse og programmering i småskolens skaperverksted
No full textMakerspaces in Norwegian schools introduce creative practices with both new and traditional materials, tools, and technologies. The perspective of arts and crafts has been less emphasized in these workshops, which are primarily led by science teachers. The research project presented in this article is based on research-practice partnership methods where teachers and researchers collaborate to develop and implement makerspace activities that integrate both scientific and arts and crafts knowledge. The study explores second-grade students\u27 maker-oriented learning and their teachers\u27 practices and development of makerspace activities through the following research question: How can material-based and artistic exploration of form, movement, and programming invite reflective and creative processes in primary school makerspaces, and how can teachers support these processes? The study demonstrates that a material-based and artistic approach in makerspaces enhances students\u27 ability to discover and express themselves in diverse ways. Makerspaces offer opportunities to bridge tradition and new technologies and can be understood as a collective exploratory opportunity space where students gain experience in taking ownership and shaping their world.Det etableres stadig nye skaperverksteder i norsk grunnskole. Skaperverkstedene bringer med seg en forventing om en skapende tverrfaglig praksis der elever får erfare autentiske, åpne og utforskende læringsprosesser med både nyere og tradisjonelle materialer, verktøy og teknologier. Det kunst- og håndverksfaglige perspektivet har i stor grad vært fraværende i norske skaperverksteder som har vært initiert og drevet av realfag- og spesielt naturfagslærere. Skapende aktiviteter og materialbasert utforsking av fenomener er tangerende felt der naturfag og kunst og håndverk møtes og med bakgrunn i det undersøkes: På hvilke måter kan materialbasert og kunstnerisk utforsking av form, vind, bevegelse og micro:bit invitere til tenkende og skapende prosesser i småskolen skaperverksted? Educational Design Research og a/r/tografi er tatt i bruk for å undersøke 2. klassingers skaper-orienterte læring og deres læreres praksiser og tilrettelegging av skaperverkstedsaktiviteter. I artikkelen drøftes følgende tematikker: 1) Å tenke i materialet, formgi og gjøre seg håndgripelige erfaringer, 2) Å skape utforskende handlingsrom i det material-digitale, 3) Nærvær og kunstnerisk utforsking i det material–digitale og 4) Om å gi muligheten til å ta eierskap og forme verden - skaperverkstedet som et kollektivt utforskende mulighetsrom.