Juha Jaatinen

Bio: Juha Jaatinen is an academic researcher from University of Turku. The author has contributed to research in topics: Space (commercial competition) & Learning analytics. The author has an hindex of 2, co-authored 3 publications receiving 18 citations.

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

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.

Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

Abstract: This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1) make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2) point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125) during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353). The key findings were that a) for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b) it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Flow The Psychology Of Optimal Experience

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Supporting the development of students’ technological understanding in craft and technology education via the learning-by-doing approach

Abstract: Many studies have shown how practical learning and the hands-on activities help students to conceptualize technological knowledge and develop their intellectual processes. Researchers have also pointed out that a variety of cognitive skills and higher-order thinking skills can be nurtured through their application to a practical context. Learning by doing and creating things using the hands have always been key elements in Finnish craft and technology education.The overall purpose of this study was to explore and produce knowledge about the pedagogical approach of learning by-doing and making in the context of craft and technology education in Finland. The study focused on the learning processes when students were acting (doing and making) in craft lessons, but the aim was also to develop a pedagogical tool for teachers to better observe and guide the development of their students’ technological understanding. First, a qualitative theory-oriented content analysis was performed to examine the extent of the learning-by-doing approach in craft and technology education in the National Core Curriculum for Basic Education (Maaraykset ja ohjeet 2014:96, Juvenes Print – Suomen Yliopistopaino Oy, Tampere, 2014) document. In the analysis, Roberts (Beyond learning by doing: theoretical currents in experiential education, Routledge, New York, 2012) descriptions of four philosophical tenets for pragmatism were utilised. To gain broader knowledge regarding the pedagogical approach of learning by-doing in craft and technology educational practices a questionnaire for students who were studying craft and technology education was created. The questions were formulated on the basis of Roberts’ (2012) four philosophical tenets so that each tenet was representative to provide knowledge on the phenomenon.This data were analyzed using the frequentist descriptive method by identifying students’ descriptions of each category. The findings of this study support the argument that technology education has the potential to develop students’ skills in many ways by providing pupils with opportunities to work in a practical way, accessing the domain of technological knowledge and working technologically. It was also evidenced that social interaction and learning from peers is a highly present component in craft and technology education lessons.