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- Samuelsson, Marcus, 1967-, et al.
(författare)
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Beyond Individual Matters : Sloyd Teachers posts in a Facebook group
- 2019
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Ingår i: Techneserien. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd. - 1238-951X. ; 29:2, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- The reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an “attack” on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an “ordinary” month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers’ own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills “toolbox” beyond individual matters
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| 2. |
- Ahlskog-Björkman, Eva, et al.
(författare)
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Nordiska slöjdpedagogers syn på hållbar utveckling som innehåll i slöjdundervisningen
- 2020
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Ingår i: Techne series. - : NordFo. - 1238-9501 .- 1893-1774. ; 27:2, s. 64-80
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Tidskriftsartikel (refereegranskat)abstract
- Inom läroämnet slöjd har sparsamhet och återanvändning alltid varit i fokus, men i och med de globala utmaningarna om klimatfrågor har hållbar utveckling blivit aktuellt inom alla livsområden, utbildningsnivåer och läroämnen. Detta faktum ledde till att det nordiska nätverket SELAS (Sloyd Education, Learning and Sustainability) grundades år 2017. Syftet med nätverket är att bedriva grundforskning och utvecklingsarbete inom slöjdutbildning med hållbarhet som värde, kunskaper och färdigheter genom social, teknologisk, kulturell och ekonomisk hållbarhet. Pedagoger inom olika ämnen och utbildningsnivåer anses vara i nyckelposition att utbilda människor om hållbar utveckling och ge dem verktyg för att bidra till detta. I föreliggande artikel undersöks och diskuteras hållbar utveckling i relation till slöjdundervisning genom intervjuer med åtta nordiska slöjdpedagoger. Det övergripande syftet för studien är att utforska nordiska slöjdpedagogers, i huvudsak lärarutbildares, syn på hållbar utveckling i slöjdundervisningen. Avsikten är att erhålla kunskap om hur hållbar utveckling kan utgöra didaktiskt innehåll i slöjdundervisningen. Resultaten visar att hållbar utveckling kan på ett flertal olika sätt naturligt utgöra didaktiskt innehåll i slöjdundervisningen utgående från läroämnet slöjd, pedagogen i slöjd och slöjdaren.
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| 3. |
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| 4. |
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| 5. |
- Andersson, Joakim, 1966, et al.
(författare)
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Kommunikation och lärande i slöjdverkstaden
- 2016
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Ingår i: Techne series : Research in sloyd education and crafts science. A. - 1238-9501 .- 1893-1774. ; 23:2, s. 80-98
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Tidskriftsartikel (refereegranskat)abstract
- Inom landskapet för lärande i det hantverksmässiga fältet används kommunikation i en eller annan form. Denna artikel har som mål att beskriva olika kommunikationsförhållande som kan finnas i slöjdsalen, dels som en kvantivativ beskrivning av den faktiska tiden studenten och läraren använder för att kommunicera med varandra, andra och med sig själv, dels som en kvalitativ undersökning av de kommunikationsformer som används. Det tysta kunskapsområdet tar i denna artikel sin utgångspunkt i teorin om processens dialog och kommunikation som bygger på omvandling av kroppsliga tecken och handlingar, verbala yttringar samt visning och handlingar med verktyg. Forskningen är baserad på en grupp studerande vid en workshop i svarvning på slöjdlärarutbildning. Forskningen dokumenteras med två videokameror, en stationär och en handhållen samt en enkäntundersökning som genomfördes efter workshopen. Studiens mål är att förtydliga hur de kommunikativa förhållandena kan påverka det didaktiska tänkandet inom undervisnings- och planeringsarbete i det hantverksmässiga lärandefältet. Därmed leder det till en didaktisk övervägning om att det i undervisningen i det hantverksmässiga fältet skall vara fokus på lärarens kommunikationsform så att de lärande kan växla mellan inre och yttre läranderum och uppnå nya erfarenheter och handlingskompetenser.
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| 6. |
- Andersson, Joakim, 1966, et al.
(författare)
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Learning situations in Sloyd ‒ to become more handy, dexterous and skilful
- 2017
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Ingår i: Techne series : Research in sloyd education and crafts science. A. - 1238-9501 .- 1893-1774. ; 24:2, s. 93-109
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Tidskriftsartikel (refereegranskat)abstract
- This article provides examples of how students in a teacher training course in sloyd [sw. slöjd] develop their knowledge of sloyd during a workshop in woodturning. Several names from the definition of sloyd may be perceived as relatively the same, but in this article is the focus on three of the meanings included in the concept sloyd; handy [sw. händig], dexterous [sw. hantverksskicklig] and skilful in forming a crafted artefact [sw. konstfärdig]. It is of interest to explore how such skills, usually ‘hidden’ in the making processes, can be developed in learning processes. The study aims to describe how the sloyd skill develops in interaction with others and with the situations created in the physical environment during sloyd activities. The study, carried out by video documentation and microanalysis, shows that so-called practical knowledge requires support from several multimodal forms of interactions. From the video material, three sequences of microanalysis have been selected for this article. The results show that learning to do sloydwork is not something that takes place by only working on one’s own object. The students alternate between standing by and watch, or practice, or demonstrated, their skills when they work on each other's object. Body language and actions have an important role in how shared understanding is created for how for example the suitable handling of a woodturning tool should be implemented. The embedded meanings in the sloyd concept used in this article ‒ handy, dexterous and skilful in forming a crafted artefact ‒ show that knowledge of sloyd includes handicraft knowledge as well as pedagogic aspects.
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| 7. |
- Ankiewicz, Piet, et al.
(författare)
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Section IX, Introduction: Technology and Teacher Competence
- 2021
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Ingår i: Techne series. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slojd. - 1238-9501 .- 1893-1774. ; 28:2, s. 13-13
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Björklund, Lars-Erik, 1953-, et al.
(författare)
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Teacher’s Assessment in Programming : Comparing Teachers’ Individual Judgement Criteria in a Programming Course.
- 2021
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Ingår i: Techne series. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd. - 1238-9501 .- 1893-1774. ; 28:2, s. 188-195
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Tidskriftsartikel (refereegranskat)abstract
- In schools around the world the part of technology education related to programming is increasing. There is a lot to learn about teacher’s assessment and grading of students in assignments that are related to technology, particularly in programming. Simon (2012) analyzed introductory programming exams and found that a large percentage of the marks were awarded for the product and the coding skills of the student and less for other skills such as design, debugging, testing, or explaining and documenting.To be able to give formative support teachers should also be able to assess the process in the classroom;students tinkering, creating, debugging, persevering, and collaborating. The aim of this paper is therefore to examine teachers’ individual criteria, explicit, tacit and subjective criteria, when they grade and assess students in technology tasks related to programming. We interviewed 6 teachers in Sweden, representing lower secondary school, upper secondary school and university (teacher and engineering education). A Repertory Grid Technique interview combined with a Comparative Judgement gradingwas used to examine teachers’ individual criteria in assessment. The expected outcomes from themethods are captured criteria that are implicit and based on teachers’ experience, sometimes seen as teachers’ gut feelings. Two types of criteria were found; product criteria assessing the program and process criteria assessing the ongoing process. We compared these criteria with an instrument measuring the development of creativity designed for Art education. We claim that the use of process criteria will help the teacher and the students in developing programming skills.
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| 9. |
- Borg, Kajsa, 1943-
(författare)
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Communication and learning in sloyd practises : Research project
- 2009
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Ingår i: Techne series. - Vasa, Finland : NordFo, Åbo Akademi. - 1238-9501 .- 1893-1774. ; :A:14, s. 191-198
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article describes in short the point of departure for an extensive research project on Sloyd. In the latter part of the article some of the outcomes of the research work are presented such as textile knowledge related to liberal or vocational studies: sloyd teacher education: evaluation, feed back and assessment, Sloyd classroom studies, curicuum studies, history of the Sloyd subject and finally theoretical perspectives.
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| 10. |
- Brink, Helen, et al.
(författare)
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Teaching Modelling Using Digital Design Tools : Experiences of Swedish Secondary School Technology Teachers
- 2021
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Ingår i: Techne series. - : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slojd. - 1238-9501 .- 1893-1774. ; 28:2, s. 432-438
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Tidskriftsartikel (refereegranskat)abstract
- Modelling using digital design tools is a relatively new element in secondary technology education, though modelling using concrete material is common and has been practiced regularly. Many technology teachers now teach modelling using digital design tools, to meet the new criteria in the syllabus concerning problem solving and documentation using digital technology. However, there is a lack of knowledge concerning how technology teachers teach modelling using digital design tools and how they choose content and present it to the pupils. It is known, though, that teachers’ experiences affect how they plan the lessons. Therefore, the aim of this study is to investigate technology teachers’ experiences to gain more understanding in this particular area of technology education. Taking a phenomenographic approach, twelve semi-structured interviews with secondary technology teachers were conducted. The results show that teachers have different experiences teaching modelling using digital design tools, and four categories have emerged: 1) Handling the software and using simple geometries, 2) Using ready-made objects from databases, 3) Manufacturing via 3D-printers, and 4) Design and problem solving. The results indicate that teachers teach modelling using digital design tools with different aims; the intended object of learning differs. The results also indicate that teachers experience that they lack knowledge of teaching modelling using digital design tools and therefore have difficulties teaching in this area, which can affect the pupils’ problem-solving skills. The results, described in this article, can be used as a basis for further discussion.
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