Students' Conceptions of Sloyd in the Comprehensive School. An Attempt To Apply the Phenomenographic Method in Research on Sloyd Education. Report No. 2. Craft Education in the Cultural Struggle. Part V.

Autor/in	Porko, Mia
Institution	Abo Akademi (Finland).
Titel	Students' Conceptions of Sloyd in the Comprehensive School. An Attempt To Apply the Phenomenographic Method in Research on Sloyd Education. Report No. 2. Craft Education in the Cultural Struggle. Part V.
Quelle	(1997), (69 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1236-0856
ISBN	951-650-990-8
Schlagwörter	Craft Workers; Educational Research; Foreign Countries; Grade 3; Handicrafts; Perception; Phenomenology; Primary Education; Research Methodology; Student Attitudes; Finland + Suchen Sie Ihr Suchwort? Craft worker; Handwerker; Bildungsforschung; Pädagogische Forschung; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Handwerk; Wahrnehmung; Phenomenological psychology; Phänomenologie; Psychologie; Primarbereich; Research method; Forschungsmethode; Schülerverhalten; Finnland
Abstract	A study applied the phenomenographic method in sloyd educational research to determine students' conceptions of sloyd in the comprehensive school. Sloyd, derived from a Swedish word, is an umbrella term for making or crafting things by hand. The sloyd educational paradigm based on Lindfors' system model showed sloyd activity as a process that takes place in a network where all parts influence each other. Most research on sloyd education had focused on influences from the world of culture and nature. The phenomenographic research method explored people's conceptions of, not their opinions about, a phenomenon. Since children's drawings were used as research material, five theories on children's development in drawing were examined: personality, repetition, cognitive development, perceptual development, and cultural. Data collection consisted of asking 20 third graders to draw a picture of someone working on a sloyd product. Drawings were analyzed and categorized. They were also described using the division of worlds according to Lindfors' systems model. Results from the empirical study showed students had four qualitatively different conceptions of sloyd, varying from conceiving sloyd as a comprehensive activity to conceiving sloyd as a narrow activity where only the raw materials and tools interact. Applying the phenomenographic method in sloyd education proved to be very positive as did using drawings as research material. (Contains 25 references and 11 figures.) (YLB)
Anmerkungen	Department of Teacher Education, Faculty of Education, Abo Akademi, P.O. Box 311, 65101 Vasa, Finland (25 Finnish marks).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC