Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers

Autor/inn/en	Jaatinen, Juha; Lindfors, Eila
Titel	Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers
Quelle	In: Design and Technology Education, 24 (2019) 2, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Foreign Countries; Design; Compulsory Education; Educational Innovation; Pilot Projects; Textiles Instruction; Team Teaching; Technology Education; Shared Resources and Services; Learning Activities; Experiential Learning; Design Crafts; Workshops; Suburban Schools; Educational Environment; Manufacturing; Elementary School Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Schulpflicht; Instructional innovation; Bildungsinnovation; Pilot project; Modellversuch; Pilotprojekt; Teamteaching; Technisch-naturwissenschaftlicher Unterricht; Gemeinwirtschaft; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Dekoration; Lernwerkstatt; Schulung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Herstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	Finland has its own version of a "makerspace": craft class. Originally, there was one craft class for boys and one for girls. Later, there were classes for different materials, especially for wood and textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for pupils, or "makers", we must determine teachers' and pupils' mindsets concerning collaboration, differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades one through seven, with activities based on craft expression, design and technology (CDT). This research is part of a national endeavour to develop innovative CDT as a basic education subject. The paper explores two pilot case studies in which technical and textile work teachers taught together in a shared learning environment, rather than in traditionally separate learning environments. The aim was to develop criteria for a new kind of learning environment that would promote learning to develop innovations and pupil's innovation competencies. 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 a school setting. The key finding is that collaborative teams can support teachers' and pupils' innovative learning activities when the work is supported by shared spaces, practices and new tools. The paper concludes by relating preconditions for implementing makerspaces in the context of formal comprehensive education to learning outcomes, traditional workshops, learner differences and pedagogical innovation processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01