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Get PDFDe olika bidragen i antologin grundar sig i den slöjdverksamhet som funnits i nordiska skolor sedan närmare 150 år. Hur har slöjdkunnandet förändrats? Artiklarna berör många aspekter av slöjdaktiviteter, men skall inte uppfattas som en forskningsöversikt, endast som exempel på nutida slöjdforskning. Här återfinner vi några av alla de eldsjälar som betytt oerhört mycket för slöjdämnets utveckling och konsolidering i både referenslistor och texter. De slöjdande barnens röst blir hörd, ämnets organisation och slöjdlärarnas undervisning diskuteras. Vi påminns även om grundläggande begrepp och bildningsfrågor (no. danning) som utgör en del av basen för all slöjdundervisning oavsett vilken tidsålder vi befinner oss i.
Läs vidare i epilogen genom att klicka på "pdf" till höger om denna text.De olika bidragen i antologin grundar sig i den slöjdverksamhet som funnits i nordiska skolor sedan närmare 150 år. Hur har slöjdkunnandet förändrats? Artiklarna berör många aspekter av slöjdaktiviteter, men skall inte uppfattas som en forskningsöversikt, endast som exempel på nutida slöjdforskning. Här återfinner vi några av alla de eldsjälar som betytt oerhört mycket för slöjdämnets utveckling och konsolidering i både referenslistor och texter. De slöjdande barnens röst blir hörd, ämnets organisation och slöjdlärarnas undervisning diskuteras. Vi påminns även om grundläggande begrepp och bildningsfrågor (no. danning) som utgör en del av basen för all slöjdundervisning oavsett vilken tidsålder vi befinner oss i.
Läs vidare i epilogen genom att klicka på "pdf" till höger om denna text
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia
Get PDFThe changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession
Lära sig att stå ut : Ett bidrag till diskussionen om varför vi har slöjd i skolan
Get PDFDenna artikels tänkbara svar på frågan varför vi har slöjd i den svenska grundskolan är förankrat i teorier om motstånd (Sennett, 2008) och teorier om kommunikation och ledarskap (Hamre m.fl., 2013). Svaret pekar på en potential knuten till att lärare i slöjd medvetet leder elever till motstånd i slöjdundervisningen och stannar hos dem under motstånd genom att erbjuda både krav och stöd. Utifrån en re-analys av tidigare insamlade videoobservationer beskrivs tre lärare, i olika slöjdgrupper, som förhåller sig på skilda sätt till en av sina elever som möter externt eller skapar internt motstånd i pågående slöjdarbete. Analysen syftar till fördjupad förståelse av hur elevers möte med motstånd uppstår och hur detta kan relateras till lärares förhållningssätt. De tre lärarna har delvis olika sätt att leda undervisning och att erbjuda sina elever mer eller mindre emotionellt stöd, organisatoriskt stöd och stöd för lärandet. Genom sina olika sätt att förhålla sig till, arbeta med och språkliggöra motståndet gör deras elever olika erfarenheter av möten med motstånd i skolslöjd.
Keywords: Motstånd, Emotionellt stöd, Lärande stöd, Organisatoriskt stöd, Didaktiskt ledarskap, Re-analysDenna artikels tänkbara svar på frågan varför vi har slöjd i den svenska grundskolan är förankrat i teorier om motstånd (Sennett, 2008) och teorier om kommunikation och ledarskap (Hamre m.fl., 2013). Svaret pekar på en potential knuten till att lärare i slöjd medvetet leder elever till motstånd i slöjdundervisningen och stannar hos dem under motstånd genom att erbjuda både krav och stöd. Utifrån en re-analys av tidigare insamlade videoobservationer beskrivs tre lärare, i olika slöjdgrupper, som förhåller sig på skilda sätt till en av sina elever som möter externt eller skapar internt motstånd i pågående slöjdarbete. Analysen syftar till fördjupad förståelse av hur elevers möte med motstånd uppstår och hur detta kan relateras till lärares förhållningssätt. De tre lärarna har delvis olika sätt att leda undervisning och att erbjuda sina elever mer eller mindre emotionellt stöd, organisatoriskt stöd och stöd för lärandet. Genom sina olika sätt att förhålla sig till, arbeta med och språkliggöra motståndet gör deras elever olika erfarenheter av möten med motstånd i skolslöjd.
Keywords: Motstånd, Emotionellt stöd, Lärande stöd, Organisatoriskt stöd, Didaktiskt ledarskap, Re-analy
Investigating the Effect of Engineering Student’s Spatial Ability and Expertise on General Complex Problem Solving
Get PDFSpatial ability is attributed to success in STEM disciplines and is outlined as a component of general cognitive ability through the Cattell-Horn-Carroll (CHC) model of human intelligence. Research in spatially orientated disciplines outside of STEM has indicated that individuals with high levels of spatial ability and lower levels of expertise can perform to a similar standard as individuals with high levels of expertise when solving a discipline-specific problem. This indicates that spatial ability can support individuals in overcoming limitations in expertise. Through this research it is hypothesised that spatial ability will influence the performance of engineering students across different levels of expertise on a general complex problem-solving task. Undergraduate students in their first (n=49) and third (n=48) years of study on civil, mechanical, and software engineering programmes were invited to participate. The Purdue Spatial Visualization Test and Rotations, Surface Development Test, and Paper Folding Test were used to obtain a measure of spatial ability for participants. The Tower of Hanoi, as an indicator of complex general problem solving, was administered and a 9-point Likert-type item was used as an indicator of the mental effort experienced by participants when they had completed the problem. Through the analysis of the data no significance was found between performance on a complex problem-solving task and the expertise of the problem solver. This finding suggests that engagement in engineering education, at least that experienced by the participants, does not lead to the development of generic problem-solving skills. These findings are discussed in relation to the existing body of research and their contribution to further investigations into understanding the relationship between spatial ability and performance in solving engineering problems
Investigative Activities as a Basis for Integrating Pre-primary Craft, Technology and Science Education
Get PDFThe aim of this study is to explore the integration of pre-primary craft, technology, and science education. Inquiry-based approaches and hands-on activities are common modes of teaching within these learning areas in pre-primary education. Referring to the way young children act in a learning context, the term ‘investigative activities’ has been used to describe the combination of inquiry-based and hands-on activities, such as designing and crafting. However, few studies have focused on the possibilities of integrating different joint objectives in pre-primary education. This paper presents an initial set of investigative activities that create the integrative basis for pre-primary craft, technology, and science education, and further, opens up the activities with a pedagogical example. With these activities, the three learning areas form an integrative, holistic learning project, supporting children to understand their natural and man-made environments and become active creators within these environments
Is it Possible to Reveal Tacit Knowledge with ACJ and RGT? Unpacking Teachers’ Assessment Practices
Get PDFThe tacit knowledge of recognizing quality in student work is difficult to explicate in words, concepts like gut feeling or intuition is sometimes used. Is it possible to reveal such knowledge? Adaptive Comparative Judgment (ACJ) shows a high degree of consistency among teachers when assessing quality in student work. Central to the method is that judges assess the quality of student work and write a comment where their choices are justified. The ACJ procedure, combined with providing comments, makes the implicit ability of assessment to some extent explicit. In this paper, we explore possibilities to combine ACJ with Repertory Grid Technique (RGT) to make in-depth analysis of technology teachers’ assessment practice. The theoretical framework of RGT follows the argument that we interpret our world based on our experiences and provides arguments for claiming that teachers with similar education and work experiences have shared values in their professional practice. Consequently, teachers’ agreement in assessments in the ACJ studies can be a result of shared experiences. This study is a follow-up of a previous study (Hartell, Isaksson Persson, Bartholomew & Strimel, 2018); reasoning will be further investigated and new insights on how to combine ACJ and RGT is reported in this paper
Designerly Play and the Mud Pool: Using Designerly Play as a Lens to View Young Children Experiencing Forest School
Get PDFThis paper reports on the introduction of outdoor learning and Forest School experiences to young children by a Forest School and primary-trained teacher and a secondary Forest School and Design and Technology specialist. Their backgrounds allowed the leaders and the class teachers to develop a deeper understanding of how play can lay the foundations for students to access and feel more engaged in their learning. In addition, they discovered that the activity of designerly play was directly linked to developing the ‘characteristics of effective learning’ such as reflection, meta learning and independence, which are essential basic skills in their own right. Developing these skills gave a direct link to ‘what designers do’ and related aspects of learning, such as creativity. The project reported was the result of setting up and running sessions with pupils aged 5 to 7 years of age in three phases over 18 months in Forest School experiences. The outcomes indicate the success of the project in the well-being and engagement of the students and their class teachers, plus the extra insight this gave teachers into their students’ potential designerly capability. It discusses the implications of expanding such a philosophy and the conflicts it will face in the present education of young people
Section VII, Introduction
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Methods and Agendas in Technology Education
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Methods and Agendas in Technology Education
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PATT38 Introduction
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Technology in our Hands. Creative Pedagogy and Ambitious Teacher Education
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Technology in our Hands. Creative Pedagogy and Ambitious Teacher Education
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Material-discursive changes: posthuman methodologies to (re)conceptualize postgraduate encounters in/with/through language
Get PDFThis paper aims to demonstrate how posthuman research methodologies foster change in analytical thinking strategies to encourage new understandings of academic literacy. It details data and insights from a recent PhD study exploring postgraduate students undergoing transformational entanglements of becomings with ‘academic language’. By presenting fragments of interviews with postgraduate students sites of contradictions and assumed expectations of communicative competence are explored. This is analysed by overlaying several thoughts on top of Deleuzo-Guattarian concepts major and minor language, desire, and the pre-personal. Posthuman methodologies are used to re-think ‘the problem’ of academic language, unsettling longstanding ‘deficit model’ understandings of academic literacy. Exploring possibilities of the ‘more than’ in and of language creates generative spaces for new possibilities in analytical processes. Thus, I unsettle my own thinking practices by re-turning to the data to offer multiple diffracted readings for alternative ideas about the role of language in postgraduate learners’ becomings