Tutkimusalueet ja -julkaisut // Research themes and articles

Käsityökasvatuksen tutkimusalueet // Research themes of Craft, Design and Technology Education (CDTE)

Klikkaa ja lue lisää // Click and read more

Julkaisut on listattu aihealueittain  // Articles have been listed by themes

 

RESEARCH TEAM:

  • Postdoc researchers: Professor Dr. Eila Lindfors, Adjunct professor, Dr. Mika Metsärinne, Adjunct professor Dr. Marja-Leena Rönkkö and Adjunct professor Dr. Jaana Lepistö,
  • Doctoral candidates: M.Ed. Juha Jaatinen, M.Ed. Matti Pirttimaa, M.Ed. Sari Saarnilahti, M.Ed. Saija Tanhuanpää
  • Project researchers: M.Ed. Jyri Lehtonen, M.Ed. Sofia Krapi, M.Ed. Juha Raitinpää.
  • Master students who are making their thesis in the research area.

Pedagogical and didactical research in CDT focuses on learning and teaching craft, design and technology in various formal and informal learning environments from early childhood education, primary and secondary and adult education to higher education. The research on learning CDT considers intentional design, manufacturing and fabrication processes accomplished in technologically rich learning environments. The research focuses on experiential and explorative learning of CDT, motivational and goal-orientation aspects and self-assessment as well as learning outcomes.  The research on teaching and didactics focuses on how to support and motivate various learners in their design and manufacturing processes as individuals and collaborative teams. The research topics are co-teaching, CDT learning and working environments as workshops and makerspaces, curricula, contents and methods of teaching, and evaluation of learning process. The integration of learning contents and teaching methods of science and arts to CDT in the frame of phenomenal learning is a raising research theme.

2019

  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2019). Arts-Based Activities and Stories Convey Children’s Learning Experiences. Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning, 16, 333-353. https://research.utu.fi/converis/portal/Publication/42484111?auxfun=&lang=fi_FI
  • Saarnilahti, S. & Lindfors, E. (2019) Students’ perceptions of self-assessment in comprehensive education in craft, design and technology. PATT37 International Conference. Developing a knowledge economy through technology and engineering education, PATT37, 381-388.
  • Krapi, S., Lindfors, E. & Rönkkö M.-L. (2019) Käsityötä yhdessä opettaen – arvot opettajien tekemän yhteistyön pohjana [Teaching crafts together – values as the basis of teacher collaboration]. In Kallio, M., Krzywacki, H. & Poulter, S. (Eds.) Arvot ja arviointi [Values and Evaluation]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia. [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics]. 16, 144-164. http://hdl.handle.net/10138/308813
  • Yliverronen, V. (2019). Esiopetuksen käsityö: Kolme tapaustutkimusta esikoululaisista käsityötehtävien parissa. Akateeminen väitöskirja. Helsingin yliopisto. Kasvatustieteellinen tiedekunta. Opettajankoulutuslaitos. https://helda.helsinki.fi/handle/10138/304448
  • Aerila, J. & Rönkkö, M.-L. (2019). Huumori tuo iloa ja yhteisöllisyyttä esiopetusryhmän oppimiseen [Humour brings joy and sense of community to pre-primary learning]. In Rautiainen & M. Tarnanen (eds.) Tutkimuksesta luokkahuoneisiin. [From research to classrooms]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia 15[Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 15], 79–97.  http://hdl.handle.net/10138/298542
  • Kojola, V., Lindfors, E. & Kaskinen, M. (2019). Maahanmuuttaja käsitöissä – sosiaalinen tuki perusopetukseen valmistavan opetuksen oppilaan kohtaamana [Immigrants in craft, design and technology education – social support in preparatory instruction for basic education experienced by pupils]. In M. Rautiainen & M. Tarnanen (eds.) Tutkimuksesta luokkahuoneisiin [From research to classrooms]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia 15[Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 15], 341–361, http://hdl.handle.net/10138/298542
  • Pirhonen, A. (2019). Mitä nykyinen koulutusteknologiakeskustelu kertoo yleissivistävän koulutuksen muutoksesta? [What does the current debate on educational technology tell about change in general education] In Tossavainen, T. & Löytönen, M. (eds.) Sähköistyvä koulu: Oppiminen ja oppimateriaalit muuttuvassa tietoympäristössä [The electrifying school: Learning and learning materials in the changing information environment]. Helsinki: Suomen tietokirjailijat ry [The Association of Finnish Non-fiction Writers], 33–51. https://www.suomentietokirjailijat.fi/media/julkaisut/verkkoon_sahkoistyva_koulu_2019_final_.pdf
  • Saarnilahti, S., Lindfors, E. & Iiskala, T. (2019). Itsearviointi perusopetuksen käsityöoppiaineessa – oppilaiden käsityksiä [Self-assesment in craft, design and technology education of basic education]. In M. Rautiainen & M. Tarnanen (eds.) Tutkimuksesta luokkahuoneisiin. [From research to classrooms]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia 15 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 15], 445–463.  http://hdl.handle.net/10138/298542

2018

  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2018). Kirstin matkassa – Esiopetuksen eheyttävä
    oppimiskokonaisuus kotimuseoympäristössä. Kulttuuriymparistomme.fi. Available in http://www.kulttuuriymparistomme.fi/fi-FI/Ajankohtaista/Uutiset/Uutisarkisto/Kirstin_matkassa__Esiopetuksen_eheyttava(46069)
  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2018). På resa med Kirsti – Förskoleundervisningens förenhetligande helhet för lärande i musémiljö. Varkulturmiljo.fi.
    Available in http://www.kulttuuriymparistomme.fi/sv-FI/Aktuellt/Artiklar/Pa_resa_med_Kirsti__Forskoleundervisning(46309)
  • Lindfors, E. & Pirttimaa, M. (2018). Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä [The challenges and opportunities of technology education in automation technology learning environment]. Ainedidaktiikka 2(1) [Subject didactics 2(1)], 2–18. http://journal.fi/ainedidaktiikka
  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2018). Matkalla kotikaupungin menneisyyteen.
    Esiopetuksen eheyttävä oppimisprosessi museoympäristössä [On the way to the past of the home town.
    The integrated learning process of pre-primary education in museum environment]. In M. Hiltunen, T. Jokela & P. Granö (eds.) Suhteessa maailmaan [In relation to the
    World]. Lapin yliopiston julkaisuja [Publications of the University of Lapland], 271–289.
  • Rönkkö, M.-L. & Aerila, J.-A. (2018). Humor supporting preschoolers in designing and making crafts. FormAkademisk, 11(2). 1–13.
  • Yliverronen, V., Marjanen, P. & Seitamaa-Hakkarainen, P. (2018). Peer Collaboration of Six-year olds when Undertaking a Design Task. Design and Technology Education: an International Journal, 23(2), 106–128.

2017

  • Jaatinen, J., Ketamo, H. & Lindfors, E. (2017). 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. Techne Series: Research in Sloyd Education and Craft Science, A 24(2), 32-49.
  • Kallio, M. & Metsärinne, M. (2017). Tutkivan tuottamisen didaktiikka teknologiakasvatuksessa [The didactics of exploratory production in technology education]. In M. Kallio, R. Juvonen &
    A. Kaasinen (eds.)  Jatkuvuus ja muutos opettajankoulutuksessa [Continuity and Transition in Teacher Education].
    Ainedidaktisia tutkimuksia 12 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 12], 185–299.
  • Hilmola, A. & Lindfors, E. (2017). Pupils’ performance in managing the holistic craft process. Techne Serien A: 24(1), 29–41. https://journals.hioa.no/index.php/techneA/article/view/1808
  • Metsärinne, M. & Kallio, M. (2017). Instructional Theories of the Exploratory Production. Australasian Journal of Technology Education, 4. http://ajte.org/index.php/AJTE/article/view/49
  • Metsärinne, M. & Kallio. M. (2017). Teknologiakasvatuksen oppimisalueet [The learning areas in technology education]. In M. Kallio, R. Juvonen & A. Kaasinen (eds.) Jatkuvuus ja muutos opettajankoulutuksessa [Continuity and Transition in Teacher Education]. Ainedidaktisia tutkimuksia 12 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 12], 180–195.
  • Pirttimaa, M., Husu, J. & Metsärinne, M. (2017). Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics. International Journal of Technology and Design Education. 27(2), 215–231.

2016

  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2016) Almost like us – getting familiar with another historical period in a pre-school group. International Journal of Learning and Teaching, 8(3), 204–213.
  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2016) Field trip to a historic house museum with preschoolers: Stories and crafts as tools for cultural heritage education. Visitor Studies, 19(2), 144–155. DOI: 10.1080/10645578.2016.1220187
  • Jaatinen, J., & Lindfors, E. (2016). Yhteisopetus käsityössä [Co-teaching in Finnish craft education]. In H. Pakula, E. Kouki, H. Silfverberg & E. Yli-Panula (eds.) Uudistuva ja uusiutuva ainedidaktiikka [Reforming and renewing subject didactics]. Ainedidaktisia tutkimuksia 11 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 11], 13–27)
  • Kallio, M. & Metsärinne, M. (2016). How do different background variables predict learning outcomes? International Journal of Technology and Design Education. 27(1), 31–50.
  • Kallio, M. & Metsärinne, M. (2016). Learners’ Conceptions of Techno-Risk Tolerance. In M. J. de Vries, A, B-H & G. van Dijk (eds.) PATT-32 Proceedings Technology Education for 21st Century Skills.  [https://www.iteea.org/File.aspx?id=39504&v=76e4030].
  • Lindfors, E. (2016). Student teachers’ views and experiences on actualising technology education in practice. PATT2016 – Technology Education for 21st Century skills. Utrecht, Netherlands. August 23rd – 26th 2016. Conference paper.
  • Metsärinne, M. & Kallio, M. (2016). How are students’ attitudes related to learning outcomes? International Journal of Technology and Design Education. 26(3), 353–371.
  • Metsärinne, M. & Kallio, M. (2016). Students’ conceptions of learning and learning outcomes in Technology Education. Australasian Journal of Technology Education, 3. http://ajte.org/index.php/AJTE
  • Metsärinne, M. & Kallio, M. (2016). The pedagogical theories of the Exploratory Production Model. In M. J. de Vries, A, B-H & G. van Dijk (eds.) PATT-32 Proceedings Technology Education for 21st Century Skills.  [https://www.iteea.org/File.aspx?id=39504&v=76e4030]
  • Metsärinne, M. & Korhonen, R. (2016). Opettajien käsityksiä ammatillisista osanäyttötutkinnoista oppimisen ohjaamisessa Rauman Valo -projektikoulutuksessa [Teachers’ conceptions of occupational competence-based qualifications guiding learning in the Rauma city education project Valo]. In M. Soininen & T. Merisuo-Storm (eds.), Mikä mäki!  Tiädäks snää? 120 vuotta opettajankoulutusta Rauman Myllymäellä [What the hill! You know? 120 years of teacher education on Myllymäki of Rauma city], 173–192. Turun yliopiston opettajankoulutuslaitos, Rauman yksikkö [University of Turku teacher education, Rauma campus].
  • Rönkkö, M.-L. & Lepistö, J. (2016) The craft process developing student decision making. Techne Series: Research in Sloyd Education and Craft Science A, 23(1), 48–61.
  • Rönkkö, M.-L., Aerila, J.-A. & Grönman, S. (2016) Creative Inspiration for Preschoolers from Museums. International Journal of Early Childhood, 48(1), 17–32. DOI 10.1007/s13158-016-0159-z
  • Rönkkö, M.-L., Mommo, S. & Aerila, J.-A. (2016). The teachers’ views on the significance of the design in craft teaching in Finland. Design and Technology Education: An International Journal, 21(2), 49–58.
  • Yliverronen, V. & Seitamaa- Hakkarainen, P. (2016). Learning craft skills. Exploring preschoolers’ craft making process. Techne Series A. 23(2), 1–15.
  • Lepistö, J., & Lindfors, E. (2015). From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’ Views on the Future of the Craft Subject. FormAkademisk, 8(3). https://doi.org/10.7577/formakademisk.1313

2015

  • Marjanen, P., Saarinen, L. & Sumentola, H. (2015). Fairytale Forest as a Method for Children’s Sociocultural Learning. Journal of Modern Education Review, January 2015, Volume 5, No. 1, pp. 62–71.
  • Metsärinne, M., Kallio, M. & Virta. K. (2015). Pupils’ Readiness for Self-Regulated Learning in the Forethought Phase of Exploratory Production. International Journal of Technology and Design
    Education.  25(1), 85–108.
  • Pirhonen, A. 2015. Koulutusteknologian trendejä [Trends of education technology]. In O.-P. Salo, & M. Kontoniemi (eds.). Kohti uutta: 100 vuotta koulun kehittämistä Jyväskylän normaalikoulussa [Towards the new: 100 years developing school at Jyväskylä normal school]. Jyväskylä: University of Jyväskylä, 175–186.
  • Pirttimaa, M., Husu, J. & Metsärinne, M. (2015) Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics. International Journal of Technology and Design Education. DOI 10.1007/s10798-015-9345-9.
  • Rönkkö, M.-L. & Aerila, J.-A. (2015). Children Designing a Soft Toy: An LCE model as an application of the experiential learning during the holistic craft process. Techne Series: Research in Sloyd Education and Craft Science A, 22(1), 44–58.

2014

  • Kangas, K., Lahti, H., Ojala, M. & Yliverronen, V. (2014). Käsityöprosessien materiaalinen,
    sosiaalinen ja kehollinen välittyneisyys erilaisissa oppimisympäristöissä [Craft processes’ material, social and embodied dimensions in different learning environments]. In S. Karppinen, A. Kouhia & E. Syrjäläinen (Eds.). Kättä pidempää; Otteita käsityön tutkimuksesta ja käsitteellistämisestä. [Kättä pidempää; excerpts from craft research and conceptualization]. Kotitalous- ja käsityötieteiden julkaisuja, Nro 33, Helsingin yliopisto, opettajankoulutuslaitos, Helsinki, 73–87. URL http://hdl.handle.net/10138/43167
  • Metsärinne, M. (2014). How technology learning links learning to teach adult’s learning difficulties in technology teacher education. In S. Evans & S. Ball & A. Starcic. (Eds.) Proceedings of the Second International Conference on the Use of New Technologies for Inclusive Learning Enable. Network of ICT supported Learning for Disabled People. Education and Culture DG. Lifelong Learning Programme. International Enable- conference in York, England 18.- 19.6. 2014.
  • Metsärinne, M. & Kallio, M. (2014). Craft interests during leisure time and craft learning outcomes in Finland. Craft Research. 5(1), 35-53.
  • Metsärinne, M. & Kallio, M. (2014). Experiences of Classroom Techniques and Technology Learning Outcomes. Design and Technology Education: An International Journal. 19(3), 9-22.
  • Metsärinne, M & Korhonen, R. (2013). How does Prezi- program motivate students in special/ vocational education? Enable. Network of ICT supported Learning for Disabled People. Education and Culture DG. Lifelong Learning Programme. Glasgow International Conference
    on Using New Technologies for Inclusive Learning in Glasgow Caledonian University, Glasgow, Scotland, England 28.-30.8.2013.
  • Pirttimaa, M., Rönkkö, M.-L, Grönman, S. & Aerila, J. (2014). Educational blogging as a tool supporting the teachers’ TPACK competencies in crafts. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) 1655-1663. (http://www.editlib.org/p/147698)
  • Virta, K., Puolamäki, L., Raike, E., Ernst, E. & Uotila, K. (2013). Reaching a sustainable cultural landscape through pedagogical evaluation of technology. Archäologische Informationen. Vol. 36, 55–64.
  • Yliverronen, V. (2014). Esikoululaisten käsityösuunnittelu: mielikuvitusta, eläytymistä ja leikkiä
    [Preschooler’s craft designing: imagination, empathizing and play]. In A. Nuutinen, P. Fernström, S. Kokko, H. Lahti (Eds.). Suunnittelusta käsin. Käsityön tutkimuksen ja opetuksen vuoropuhelua. [From designing. Dialogue of craft’s research and teaching]. Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos, 67–79. http://hdl.handle.net/10138/153027
  • Yliverronen, V. (2014). From Story to Product: Pre-schoolers’ Designing and Making Processes in a Holistic Craft Context. Design and Technology Education: an International Journal, 19 (2), 8–16.

2013

  • Metsärinne, M. & Korhonen R. (2013). Problems of Adults’ Vocational Learning Readiness and Life Managing With ICT. Proceedings of the Enable Network of Information and Communication
    Technologies (ICT). Supported Learning for Disabled Persons, a life-long learning programme in Europe.
  • Metsärinne, M & Virta, K. (2012). The Development of Sloyd Teacher Students’ Self- Directed Learning Readiness. Techne Series. Research in Sloyd Education and Craft Science. A: 19(1), 49-53.
  • Rönkkö, M.-L. & Aerila, J.-A. (2013). Semiotic working process as a basis for children’s craft process. An experiment in Finnish pre-school group. In U. Härkönen (ed.) Reorientation of teacher education towards sustainability through theory and practice. Proceedings of the 10th International JTEFS/BBCC Conference Sustainable Development. Culture. Education, 291–306.
  • Virta, K., Metsärinne, M & Kallio, M. (2013). Supporting Craft Sense in Early Education. Techne Series. Research in Sloyd Education and Craft Science. A: 20(3), 50-61.

2012

  • Lindfors, E. (2012). Käsityön ainedidaktinen tutkimus ja haasteet 2000−luvulla. [The challenges of research in sloyd didactics in 21st Century]. In A. Kallioniemi & A.Virta (Eds.) Ainedidaktiikka tutkimuskohteena ja tiedonalana [Subject didactics as a research and science path] Research in Education. Finnish Educational Research Association, 360–388.

2011

  • Metsärinne, M & Kallio, M. (2011). Defining Craft Quality Theory Framework in Sloyd Education. In M. Johansson & M. Porko-Hudd (Eds.) Vetenskapliga perspektiv och metoder inom slöjdfältet. Techne Series. Research in Sloyd Education and Craft Science. A: 18(1), 111-126.
  • Metsärinne, M. (2011). Success and Development Factors of School Sloyd / Tecnology Education. Proceedings of the Second International Japan Finland Craft Education Conference, Hiroshima University, Japan. 9.11.2011.
  • Metsärinne, M & Kallio M. (2011). Johdatus tutkivaan tuottamiseen – Introduction into research-based production. Techne Series, Research in Sloyd Education and Craft Science B:16.
  • Metsärinne, M. (2011). Käsityön prosessioppimisen tarkastelua koulukäsityön perus- ja otosmittariarvioinnin perusteella. In S. Laitinen & A. Hilmola (Eds.) Taito- ja taideaineiden oppimistulokset – asiantuntijoiden arviointia. Opetushallitus. Raportit ja selvitykset 2011:11, 194-206.
  • Lindfors, E. (2011). Opettamisen ja oppimisen haasteita esi- ja alkuopetuksen käsityössä. [The challenges of learning and teaching in pre-school and lower elementary crafts education]. In K. Juuti, A. Kallioniemi, P Seitamaa-Hakkarainen, L. Tainio & A. Uitto (Eds.) Ainedidaktiikka moninaistuvassa maailmassa. [Subject didactics in multicultural world]. Symposium of subject didactics 2010. University of Helsinki. Studies 332, 174−194.

2010

  • Metsärinne, M. (2010). How to Assess the Quality of Creation Processes in Craft Education? In publication of the Insea European Congress 2010 in Rovaniemi, Lapland, Finland 21.24. Traces: Sustainable Art Education.
  • Metsärinne, M., Kallio, M., Kullas, S. & Pirttimaa, M. (2010). Teacher Students’ Individual Growth into the Craftsteachership. In A. Rasinen & T. Rissanen (eds.) In the Spirit of Uno Cygnaeus – Pedagogical Questions of Today and Tomorrow. 200th Anniversary of the Birtday of Uno Cygnaeus Symposium 12th-13th October, 2010. University of Jyväskylä. Department of Teacher Education, 223-240.
  • Kallio, M & Virta, K. (2010). Opettajan eettinen orientoituminen varhaiskasvatuksen käsityön opetuksessa. [Teacher’s ethical orientation in pre-school crafts education] In R. Korhonen, M.-L. Rönkkö, & J. Aerila (Eds.) Pienet oppimassa. Kasvatuksellisia näkökulmia varhaiskasvatukseen ja esiopetukseen [Small children learning. Educational points of view to early childhood education and preschool education] University of Turku. Department of Teacher Education, Rauma Unit, 334–346.
  • Mäki-Tuominen, J. & Aalto, P. (2010). Käsityöllinen luova toiminta lapsen kokonaisvaltaisen kasvun tukena. [Crafts and creativity as a part of early childhood education] In R. Korhonen, M.-L. Rönkkö, M.-L. & J.-A. Aerila (Eds.) Pienet oppimassa. Kasvatuksellisia näkökulmia varhaiskasvatukseen ja esiopetukseen. [Small children learning. Educational points of view to early childhood education and preschool education. Turku, Finland: University of Turku. Department of Teacher Education, Rauma Unit, 111-122.
  • Yliverronen, V., Rönkkö, M.-L. & Korhonen, R. (2010). Käsityö kuuluu varhaiskasvatukseen. [Crafts as a part of early childhood education]. In R. Korhonen, M.-L. Rönkkö, & J. Aerila (Eds.,) Pienet oppimassa. Kasvatuksellisia näkökulmia varhaiskasvatukseen ja esiopetukseen [Small children learning. Educational points of view to early childhood education and preschool education. Turku, Finland: University of Turku. Department of Teacher Education, Rauma Unit, 99–110.

 

RESEARCH TEAM:

  • Postdoc researchers: Professor, Dr. Eila Lindfors, Adjunct professor, Dr. Vesa Taatila, Adjunct professor, Adjunct professor, Dr. Harri Ketamo
  • Doctoral Candidate: Ed. Laura-Maija Hero – Research theme: Pedagogical innovation process. The relation between learning and tutoring for the increase of individual innovation competence
  • Master students who are making their thesis in the research area.

Innovation pedagogy and eco-social design thinking research emphases on pedagogical innovation processes and innovation competence development including features and attributes related to innovation learning and teaching. The research is conducted in technologically and materially rich, formal and informal, learning environments. The research topics are pedagogical innovation processes, innovation teaching and tutoring, authentic learning tasks as innovation platforms and user-centered and contextual design in pedagogical contexts. The future-oriented research environments, both physical and social ones, are created together with working life partners in education, schools and companies.

2019

2018

  • Jaatinen, J., & Lindfors, E. (2018). Developing a learning environment for innovation learning in craft, design and technology education. Research and Practice in Technology Education: Perspectives on Human Capacity and Development, Athlone Institute of Technology, Co. Westmeath, Ireland. 309–
  • Lindfors, E., Heinola, V., & Kolha, S. (2018). Pupil’s goal orientations in a pedagogigal innovation process: A competition to design and manufacture quick hydrocopters. Research and Practice in Technology Education: Perspectives on Human Capacity and Development, Athlone Institute of Technology, Co. Westmeath, Ireland. 302–

2017

  • Hero, L.-M. (2017). Innovation tournament as an activity system to promote the development of innovation competence. Journal of Professional and Vocational Education, 19(4), 8–31.
  • Hero, L.-M., Lindfors, E. & Taatila, V. (2017). Individual Innovation Competence: A Systematic Review and Future Research Agenda. International Journal of Higher Education, 6(5), 103–121.

2016

  • Lindfors, E. & Hilmola, A. (2016). Innovation learning in comprehensive education? International Journal of Technology and Design Education: International Journal of Technology and Design Education, 26(3), 373–389.

2013

  • Marjanen, P. & Mönkkönen, I. (2013). From Idea to Product – a Board Game for Preschoolers. Teoksessa A. Moseley & N. Whitton (Eds.) New Traditional Games for Learning: a Case Book. New York and London: Routledge, 78-88
  • Taatila, V. (2013). The entrepreneurial orientation between groups of students. Interdisciplinary Studies Journal 2 (4), 66-82.

2012

  • Lindfors, E. (2012). Design and learning in basic education in the Nordic countries. Procedia – Social and Behavioral Sciences. Volume 45, 158-167.
  • Taatila, V. & Raij, K. (2012). Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy. Educational Philosophy and Theory 44 (8), 831-844.

2011

  • Lindfors, E. (2011). Creativity, Innovation and Entrepreneurship in Education – The case of Finland. In H. Ruismäki & I. Ruokonen (Eds.) Design Learning and Well-being. 4th International Journal of Intercultural Arts Education. University of Helsinki. Research Report 331, 19-34. http://hdl.handle.net/10138/28078
  • Marjanen, P. & Mönkkönen, I. (2011). Peer Group Learning During the Board Game Sessions. 5th European Conference on Games Based Learning. The National and Kapodistrian University of Athens, Greece 20-21 October 2011, 388-394.

2010

  • Lindfors, E. (2010). Innovation and user-centred design in the pedagogial context. In J. Sjøvoll & K. Skogen (Eds.) Creativity and Innovation. Preconditions for entrepreneurial education. Trondheim: Tapir Akademisk Forlag, 53-63.

 

RESEARCH TEAM:

  • Postdoc researchers: Adjunct professor Dr. Antti Pirhonen, Adjunct professor Dr. Marja-Leena Rönkkö, Adjunct professor Dr. Mika Metsärinne
  • Master students who are making their thesis in the research area.

The research emphases on craft and design as a creation of culture.  The underlying premise is human being as an active agent of the construction of the environment throughout a holistic craft process. The driving forces for manipulation of the environment is not only survival but also human need for self-expression as well as human aspiration for aesthetics.  Craft and design can thus be seen as an ultimate manifestation of humanity itself. In that sense a holistic craft process can also serve as a way of learning everyday life management and action competence in relation to various and altering life cycles and contexts.

2019

2018

  • Pirhonen, A. (2018). Conceptualisation Processes and Making. In Seery, N., Buckley, J., Canty, D. & Phelan, J. (eds.) Proceedings of PATT36 – Research and Practice in Technology Education: Perspectives on Human Capacity and Development. Athlone, Ireland, June 18–21, 71–
  • Pirhonen, A. (2018). Learning implies doing: Bodily experiences as a basis for conceptualisation. Paper presentation in Childhood and Materiality conference, University of Jyväskylä, Finland, May 7–9 2018.
  • Pirhonen, A. & Rousi, R. (2018). Educational technology goes mobile – Why? A case study of Finland. International Journal of Mobile Human Computer Interaction 10(2), 65– doi: 10.4018/IJMHCI.2018040104.

2017

  • Keskitalo, A., Aerila J-A. & Rönkkö, M.-L. (2017). Puutarhaa suojelemassa. Storyline-menetelmä, taidelähtöisyys ja ajattelutaidot eheyttävän lapsilähtöisen pedagogiikan keskiössä [Protecting the Garden. Storyline method, art-based methods and thinking skills in the centre of integrative child-based pedagogy]. In M. Kallio, R. Juvonen & A. Kaasinen (eds.) Jatkuvuus ja muutos opettajankoulutuksessa [Continuity and Transition in Teacher Education]. Ainedidaktisia tutkimuksia 12 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 12], 196–213.
  • Tuuri, K., Parviainen, J. & Pirhonen, A. (2017). Who Controls Who? Embodied Control within Human-Technology Choreographies. Interacting with Computers 29(4), 494– doi:10.1093/iwc/iww040.
  • Sadiq, M. & Pirhonen, A. (2017). Finding usability problems in ERPapplication Help and End-user training material. In the proceedings of the 11th International Conference on Interfaces and Human Computer Interaction (IHCI 2017). Lisbon, Portugal, July 21–23, 222–
  • Pirhonen, A., Tuuri, K. & Erkut, C. (2017). Human–technology choreographies: Body, movement, and space in expressive interactions. Editorial of a special issue. Human Technology Journal 13(1), 6–9.

2016

  • Keskitalo, A., Aerila, J.-A. & Rönkkö, M.-L. (2016) Kaupunkiympäristö tutuksi moniaistisessa ja yhteisöllisessä oppimiskokemuksessa [Familiaring city environment in multi-sensory learning experience]. In H.-M. Pakula, E. Kouki, H. Silfverberg & E. Yli-Panula (eds.) Uudistuva ja uusiutuva ainedidaktiikka [Reforming and renewing subject didactics]. Ainedidaktisia tutkimuksia 11 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 11], 191–206.
  • Granö, P. & Koivurova, A. (in press publ. 2016) Children’s depictions of the home in post-war northern Finland and Sweden. JoFS, Sam Houston State University.
  • Granö, P., Merisuo-Storm, T. & Soininen, M. (in process 2016). Visualisation of a teacher by the first year teacher students.
  • Marjanen, P., Ornellas, A. & Mäntynen, L. (2016). Determining Holistic Child Well-being: Critical Reflections on Theory and Dominant Models. Child Indicators research 2016, 1–15. DOI: 10.1007/s12187-016-9399-6.
  • Pirhonen, A. (2016). Trends in educational technology. In O.-P. Salo, & M. Kontoniemi (eds.), Towards new learning: University of Jyväskylä Teacher Training School: 150 years of developing school. Jyväskylä, Finland: Jyväskylä Teacher Training School, University of Jyväskylä, 163–172.
  • Pirhonen, A., Tuuri, K. & Erkut, C. (2016). Human–technology choreographies: Body, movement, and space. Editorial of a special issue. Human Technology Journal 12(1), 1–4.

2015

  • Granö, P. (2015). Kuvataidekasvatuksen tutkimustoiminta Lapin yliopistossa [Research in visual art education in the University of Lapland.] In M. Hiltunen & E. Härkönen (eds.). Kuvataidekasvatuksen juhlajulkaisu. 25 vuotta kuvataidekasvatusta Lapin yliopistossa. [The jubileum publication of visual art education. 25 years of visual art education in the University of Lapland] Rovaniemi: Lapland University Press.
  • Granö, P. (2015). Play environments of expatriate French children and native Finnish children. JoFS, Sam Houston State University.

2014

  • Spolander, G. Engelbrecht, L., Martin, L., Strydom, M., Pervova, I., Marjanen, P., Tani, P., Sicora, A. & Adaikalam, F. (2014). The implications of neoliberalism for social work: Reflections from a six-country international research collaboration. International Social Work 2014 57: 301. http://isw.sagepub.com/content/57/4/301
  • Engelbrecht, L.K., Spolander, G., Martin, L., Strydom, M., Adakailam, F., Marjanen, P., Pervova, I., Sicora, A. & Tani, P. (2014). Reflections on a process model for international research in social work. International Social Work 2014, 24.6. http://isw.sagepub.com/content/early/2014/07/23/0020872814531305.full
  • Metsärinne, M. (2014). How technology learning links learning to teach adult’s learning difficulties in technology teacher education. Enable. Network of ICT supported Learning for Disabled People. Education and Culture DG. Lifelong Learning Programme. International Enable- conference in York, England 18.-19.6. 2014.

2013

  • Metsärinne, M & Korhonen, R. (2013). How does Prezi- program motivate students in special/ vocational education? Enable. Network of ICT supported Learning for Disabled People. Education and Culture DG. Lifelong Learning Programme. Glasgow International Conference on Using New Technologies for Inclusive Learning in Glasgow Caledonian University, Glasgow, Scotland, England 28.-30.8.2013.

2011

  • Marjanen, P. & Lindfors, E. (2011). Lapsen ja nuoren hyvä arki. [Good life for children and adolescents] Laurea−ammattikorkeakoulun julkaisusarja [Laurea University of Applied Sciences] B:41. The web−version is available in
    http://www.laurea.fi/fi/tutkimus_ja_kehitys/julkaisut/Tutkielmat_raportit_B_sarja/Documents/B41.pdfhttp://www.laurea.fi/fi/tutkimus_ja_kehitys/julkaisut/Tutkielmat_raportit_B_sarja/Documents/B41.pdf

2010

  • Rönkkö M.-L., Heino-Fihlman M. & Aerila J.-A. (2010). Miten tarjota muistoja menneestä? Kulttuurikasvatusta kuvataiteen ja käsityön keinoin. [How to affort memories from the past? Culture heritage education using the techniques of arts and crafts] In R.
    Korhonen, M.-L. Rönkkö, & J. Aerila (Eds.,) Pienet oppimassa. Kasvatuksellisia näkökulmia varhaiskasvatukseen ja esiopetukseen [Small children learning. Educational points of view to early childhood education and preschool education. Turku, Finland: University of Turku. Department of Teacher Education, Rauma Unit, 123–134.

 

RESEARCH TEAM:

  • Adjunct professor Dr. Jaana Lepistö & Adjunct professor Dr. Marja-Leena Rönkkö
  • Master students who are making their thesis in the research area.

The research focuses on entrepreneurial mindset and activity, as well as on the evaluation and developing of the enterprise education in comprehensive education and in teacher education. The research topics cover also the co-operation between pupils, students, teachers, curriculums, enterprises and companies.

2018

  • Kajavalta, U., Lepistö, J. & Rönkkö, M.-L. (2018). Students confronting risks during holistic and enterprising craft processes. Techne Series: Research in Sloyd Education and Craft Science A, 25(1), 31–48.

2016

  • Rönkkö, M.-L. & Lepistö, J. (2016). The craft process developing student decision making. Techne Series: Research in Sloyd Education and Craft Science A, 23(1), 48–61.

2015

  • Rönkkö, M.-L. & Lepistö, J. (2015). Finnish teacher students’ critical conceptions towards entrepreneurship education. Journal of Enterprising Communities 9(1), 61–75.

2014

  • Lepistö, J. & Rönkkö, M-L. (2014). Opettajaopiskelijoiden käsitykset yrittäjyyskasvatuksesta. [The student teachers’ conceptions of enterprise education. In J. Seikkula-Leino, A. Tiikkala & L.Yöntilä (Eds.) Yrittäjyyskasvatusta suomalaiseen opettajankoulutukseen ja opetukseen! YVI-hankkeen hedelmiä vuosilta 2010–2014 [Entrepreneurship in Finnish teacher education and basic education. The results from YVI project. The publications of Turku training school 1/2014, 43–54.
  • Mäki-Tuominen, J., Aalto, P. & Holst, T. (2014). Yrittäjyyskasvatus opettajankoulutuksessa. Turun opettajakoulutuslaitoksen Turun yksikön YVI -hanke 2011-2013. [The entrepreneurship education in teacher education. YVI-project in Turku Unit 2011 – 2013]. In J. Seikkula-Leino, A. Tiikkala & L. Yöntilä (Eds.) Yrittäjyyskasvatusta suomalaiseen opettajankoulutukseen ja opetukseen! YVI-hankkeen hedelmiä vuosilta 2010–2014 [Entrepreneurship in Finnish teacher education and basic education. The results from YVI project. The publications of Turku training school 1/2014, 96-111.

2013

  • Aalto, P. & Mäki-Tuominen, J. (2013). Käsityö ja yrittäjyyskasvatus. [Crafts and entrepreneurship
    education]. In E. Yli-Panula, A. Virta A. & K. Merenluoto (Eds.) Oppiminen, opetus ja opettajaksi kasvu ainedidaktisen tutkimuksen valossa. Turun ainedidaktisen symposiumin esityksiä 11.2.2011. http://www.doria.fi/bitstream/handle/10024/88791/ad_3_b verkkojulkaisu.pdf?sequence=1%20sivut%20143-158
  • Lepistö, J. & Rönkkö, M.-L. (2013). Teacher-students as future entrepreneurship educators and learning facilitators. Education + Training 55(7), 641–653.
  • Tiikkala, A. (2013). Yrittäjyyskasvatuksen arvoja etsimässä. Design-tutkimus opettajankoulutuksen opetussuunnitelmien kehittämisessä. [Searching for values of entrepreneurship education. Design based research in developing teacher education curricula.] Turun yliopiston julkaisuja C: 368. Annales Universitatis Turkuensis. [Doctoral Dissertation] University Turku. www.doria.fi/handle/10024/92372

2011

  • Lepistö, J. (2011). “Yrittäjyyskasvatuksen tulevaisuus opettajankoulutuksessa: Tarvitseeko opettajankoulutus yrittäjyyskasvatusta vai yrittäjyyskasvatus opettajankoulutusta?”[The future of entrepreneurship education in teacher education: Does the teacher education need entrepreneurship education or does entrepreneurship education need the teacher education?]. In T. Rytkölä, E. Ruskovaara and M-R. Järvinen (Eds.) Yrittäjyyskasvatus Perus- ja toisella asteella – Näkökulmia Pedagogiikan Kehittämiseen [Entrepreneurship in the Basic education and in the Secondary education – Perspectives on the pedagogical development], Kerhokeskus – koulutyön tuki
    ry, 13–29.
  • Rönkkö, M.-L. (2011). “Yrittäjyyskasvatuksen tulevaisuus opettajankoulutuksessa: Tarvitseeko opettajankoulutus yrittäjyyskasvatusta vai yrittäjyyskasvatus opettajankoulutusta?”[The future of entrepreneurship education in teacher education: Does the teacher education need entrepreneurship education or does entrepreneurship education need the teacher education?]. In T. Rytkölä, E. Ruskovaara and M-R. Järvinen (Eds.) Yrittäjyyskasvatus Perus- ja toisella asteella – Näkökulmia Pedagogiikan Kehittämiseen [Entrepreneurship in the Basic education and in the Secondary education – Perspectives on the pedagogical development], Kerhokeskus – koulutyön tuki ry, 13–29.
  • Rönkkö, M.-L. & Lepistö, J. (2011). Yrittäjyyskasvatus opettajankoulutuksessa – taustaa ja käytäntöä. [Enterprise education in teacher education – the background and practice.] In M. Lähdeniemi, H. Rautava-Nurmi & H. Valtokivi (Eds.) Yrittäjyyden asialla. [Raising entrepreneurship]. Satakunta University of Applied Sciences, 57–61.

2010

  • Lepistö, J., Haapalahti, R. & Tervaselkä-Jalonen, M. (2010). Aktiivista yritteliäisyyttä käsityön opetuksessa. [Active enterprise in the Craft teaching] In H. Juuso, M. Kielinen, L. Kuure and A. Lindh. Koulun kehittämisen haaste. Näkökulmia harjoittelukouluissa tapahtuvaan tutkimukseen. [The challenge of the schools’ development. Percpectives on the research in Finnish training schools.] University of Oulu. Publications of the Teaching Development Unit. Dialogues 13, 153 167.

 

RESEARCH TEAM:

  • Postdoc researchers: Professor, Dr. Eila Lindfors. Senior Research fellow Dr. Brita Somerkoski & Senior Research fellow, Dr. Matti Waitinen
  • Doctoral Candidates:
    • Mikko Puolitaival – research theme: Phenomenon based safety education in comprehensive education
    • Tiina Ranta – research theme: Safety management as an everyday action in an educational organization
  • Master students who are making their thesis in the research area.

Safety and security in education is an emerging research area nationally and worldwide. Safety culture, safety education and safety management in learning and working environments are considered from physical, psychological, social and pedagogical perspectives. A safe learning environment is seen as a combination of a high level safety culture and safety education in a learning institution. Special interest focuses on learning environments in craft, design and technology education, especially on occupational safety and related issues.

2020

2019

  • Somerkoski, B., Kärki, T. & Lindfors, E. (2019). Learning Outcomes: Safety Education for Comprehensive School Pupils. European Journal of Social and Behavioral Sciences, (26), 3009 – 3020. https://doi.org/10.15405/ejsbs.262
  • Somerkoski, B., Kärki, T. & Lindfors, E. (2019). Koulun ulkopuoliset turvallisuusasiantuntijat opetustyön tukena [External safety experts supporting teaching in schools]. In M. Rautiainen & M. Tarnanen (eds.) Tutkimuksesta luokkahuoneisiin. [From research to classrooms]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia 15 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 15], 265–281. http://hdl.handle.net/10138/298542 
  • Lindfors E., Teperi AM. (2019). Incidents in Schools – Incident Analysis in Developing Safety Management. In Nazir S., Teperi AM., Polak-Sopińska A. (eds.) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2018. Advances in Intelligent Systems and Computing, vol 785. Springer, Cham, 462– https://doi.org/10.1007/978-3-319-93882-0_44

2018

  • Lindfors, E. (2018). What happens in lessons? Risks and incidents at schools. In H. Li, R. Suomi, Y. Amelina, Á. Pálsdóttir & R. Till (eds.) Fight Inequalities. WIS 2018 Proceedings. Springer, 91-102.
  • Lindfors, E. & Somerkoski, B. (2018). Turvallisuuden edistäminen oppimisympäristössä. [How to enhance safety in learning environments] In M. Hiltunen & P. Granö (eds.) Suhteessa maailmaan. Ympäristöt oppimisen avaajina. [In relation to the World. Environments enabling learning]. Lapin yliopiston julkaisuja [Publications of the University of Lapland], 291–305. Rovaniemi: Lapland University Press.
  • Somerkoski, B. (2018). Chasing Professional Phronesis in Safety and Well-being: Teacher Education Curriculum as a Case. In H. Li, R. Suomi, Y. Amelina, Á. Pálsdóttir & R. Till. (eds.) Fighting Inequalities. Communications in Computer and Information Science, vol 907. Springer, Cham.  Conference proceedings. 7th International Conference on Well-being in the Information Society, 27–29 Aug 2018, Turku, Finland.Lindfors, E. (2018). What happens in lessons? Risks and incidents at schools. In H. Li, R. Suomi, Y. Amelina, Á. Pálsdóttir & R. Till (eds.) Fight Inequalities. WIS 2018 Proceedings. Springer, 91–102.
  • Teperi, A-M., Lindfors, E., Kurki, A-L., Somerkoski, B., Ratilainen, H., Tiikkaja, M., Uusitalo, H., Lantto, E. & Pajala, R. (2018) Turvallisuuden edistäminen opetusalalla, Edusafe-projektin loppuraportti. [Promoting safety in education. The final report of the Edusafe-project.] Työterveyslaitos [National Institute for Health and Welfare]: Helsinki https://www.ttl.fi/tutkimushanke/turvallisuuden-edistaminen-opetusalalla-safety-promotion-at-education-edusafe/

2017

 

  • Lindfors, E., Somerkoski, B., Kärki, T. & Kokki, E. (2017). Perusopetuksen oppilaiden
    turvallisuusosaamisesta [Pupils’ Safety Competence in Comprehensive Education]. In M. Kallio, R. Juvonen & A. Kaasinen (eds.) Jatkuvuus ja muutos opettajankoulutuksessa [Continuity and Transition in Teacher Education].
    Ainedidaktisia tutkimuksia 12 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 12], 109–
  • Somerkoski, B., Waitinen, M. & Lindfors, E. (2017). Omatoimisen varautumisen auditointi oppilaitoksen turvallisuuskulttuurin kehittäjänä [Improving safety culture in education by auditing self-directed preparing]. Palotutkimuksen päivät 2017 [Rescue knowledge. Fire research conference 2017]. Conference proceedings. Palotutkimusraati [Finnish National Rescue Association]. Espoo 29–30.8.2017, 91–95.
  • Lindfors, E., Somerkoski, B., Kärki, T. & Kokki, E. (2017). Perusopetuksen oppilaiden turvallisuusosaamisesta [Pupils’ Safety Competence in Comprehensive Education]. In M. Kallio, R. Juvonen & A. Kaasinen (eds.) Jatkuvuus ja muutos opettajankoulutuksessa [Continuity and Transition in Teacher Education]. Ainedidaktisia tutkimuksia 12 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 12], 109–126.

2016

  • Lindfors, E. & Somerkoski, B. (2016). Turvallisuusosaaminen luokanopettajakoulutuksen opetussuunnitelmassa [Safety competence in the curriculum of primary teacher education]. In H.-M. Pakula, E. Kouki, H. Silfverberg & E. Yli-Panula (eds.) Uudistuva ja uusiutuva ainedidaktiikka [The reforming subject didactics]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia, 328–343.
  • Somerkoski, B (2016). Safety at school context: making injuries and non-events visible with a digital application. Communications in Computer and Information Science. Volume 0636, 114-125.

2015

  • Somerkoski, B. (2015). Injuries at school: Digital application Green Cross as a safety audition tool. The 9th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2015. Conference Proceedings. July 12–15 2015, Orlando, Florida. 50–55.

2014

  • Kallio, M. (2014). Riskivastuullisuus turvallisuuskasvatuksen kulttuurissa. Oppilaiden vastuullisuus, turvallisuustaju ja tuottamistoiminnan riskiraja peruskoulun käsityön opetuksessa. [Risk-Responsibility in Safety Education Culture] University of Turku. Annales Universistatis Turkuensis. Sarja – ser. C osa – tom. 382.
  • Somerkoski, B. & Lillsunde, P. (2014). Safe Community designation as quality assurance in local security planning. Communications in Computer and Information Science. Volume 0450, 194–202.

2013

  • Lindfors, E. (2013). Yleissivistävän turvallisuuskasvatuksen haasteet. [The challenges of comprehensive safety education] In J. Mäkinen (ed.) Asevelvollisuuden tulevaisuus. Maanpuolustuskorkeakoulu. Johtamisen ja sotilaspedagogiikan laitos. Julkaisusarja 2, No. 9 [National Defence University. The Department of Leadership and Military Pedagogy. Publication Series 2, No. 9], 144–159.
  • Somerkoski, B. (2013). Turvallisuus yläkoululaisen kokemana. [Safety as experienced by secondary education students] In J. Mäkinen (ed.) Asevelvollisuuden tulevaisuus. Maanpuolustuskorkeakoulu. Johtamisen ja sotilaspedagogiikan laitos. Julkaisusarja 2, No. 9 [National Defence University. The Department of Leadership and Military Pedagogy. Publication Series 2, No. 9], 133–143.

2012

  • Lindfors E. (2012). Käsityön työturvallisuus työtilojen arvioinnin perusteella. [Occupational safety in design and technology workspaces] In E. Lindfors (ed.) Kohti turvallisempaa oppilaitosta! Oppilaitosten turvallisuuden ja turvallisuuskasvatuksen tutkimus- ja kehittämishaasteita. [Towards the safer learning institution! Safety and safety education as research and development challenges] OPTUKE-verkoston I tutkimus- ja kehittämissymposium Hämeenlinnassa 8.−9.02.2011. Tampereen yliopisto. Kasvatustieteiden yksikkö. [The first OPTUKE research and development symposium, University of Tampere. School of Education], 90–99. http://urn.fi/urn:isbn:978-951-44-8789-7
  • Somerkoski, B. (2012). Lasten ja nuorten luvaton sytyttely. [Juvenile firesetting] In E. Lindfors (ed.) Kohti turvallisempaa oppilaitosta! Oppilaitosten turvallisuuden ja turvallisuuskasvatuksen tutkimus- ja kehittämishaasteita. [Towards the safer learning institution! Safety and safety education as research and development challenges] OPTUKE-verkoston I tutkimus- ja kehittämissymposium Hämeenlinnassa 8.–9.2.2011. Tampereen yliopisto. Kasvatustieteiden yksikkö. [The first OPTUKE research and development symposium, University of Tampere. School of Education], 169–176. http://urn.fi/urn:isbn:978-951-44-8789-7
  • Somerkoski, B. (2012). Turvallisuus ja liikenne. [Safety and traffic] In E. Niemi (ed.) Aihekokonaisuuksien tavoitteiden toteutumisen seuranta-arviointi 2010. [The evaluation of learning outcomes in cross-curricular themes] Opetushallitus. Koulutuksen seurantaraportit [The Finnish National Board of Education. Reports], 184–204. http://www.oph.fi/download/140129_Aihekokonaisuuksien_tavoitteiden_toteutumisen_seuranta-arviointi_2010.pdf

 

 

RESEARCH TEAM:

  • Professor, Dr. Eila Lindfors & Adjunct professor Dr. Mika Metsärinne

The research in the area emphases on philosophical, theoretical and methodological questions within the discipline of craft, design and technology education and on empirical research in developing competencies and evaluating CDT teacher education programs.  The discipline and the teacher education are examined in relation to societal and human needs and challenges. The special interest focuses on the research-based teacher education and the research and inquiry attitude of future teachers.

2019

  • Marjanen, P. & Metsärinne, M. (2019). The development of craft education in Finnish schools. Nordic Journal of Educational History, 6 (1), 49–70.

2018

2016

  • Metsärinne, M. & Marjanen, P. (2016). Miten opettajia on ohjeistettu opettamaan koulukäsityön oppisisältöjä? [How have the teachers been instructed to teach the content of education in craft, design and technology education] In H-M Pakula, E. Kouki, H. Silfverberg & E. Yli- Panula (eds.) Uudistuva ja uusiutuva ainedidaktiikka [Reforming and renewing subject didactics]. Ainedidaktisia tutkimuksia 11 [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics 11], 344–359.

 

2015

  • Lindfors, E. (2015). Master’s degree as a promoter of craft, design and technology education in basic education. In M. Chatoney (eds.) Plurality and Complimentary of Approaches in Design and Technology Education. PATT29 Conference. Proceedings, 250–255.

2014

  • Kojonkoski-Rännäli, S. (2014).
    Käsin tekemisen filosofiaa [Philosophy of making by hand]. Turku: Turun
    yliopiston opettajankoulutuslaitos, Rauman yksikkö [University of Turku
    teacher education, Rauma campus].

 

2012

  • Metsärinne, M & Virta, K. (2012). The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness. Techne Series. Research in Sloyd Education and Craft Science A. Vol 19. No1: 2012.

2011

  • Lindfors, E. (2011). Bayesian inference – a way to combine statistical data and semantic analysis meaningfully. Vetenskapliga perspektiv och metoder inom slöjdfältet. Techne Series. Research in Sloyd Education and Craft Science A. Vol. 18(1), 95−110. The web−version is available in http://journals.hioa.no/index.php/techneA/article/view/33.
  • Metsärinne, M & Kallio, M. (2011). Definig Craft Quality Theory Framework in Sloyd Education. Vetenskapliga perspektiv och metoder inom slöjdfältet. Techne Series. Research in Sloyd Education and Craft Science A. Vol. 18(1). The web−version is available in http://journals.hioa.no/index.php/techneA/article/view/33.