Tutkimusalueet ja -julkaisut // Research themes and articles

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

Klikkaa tutkimusaluetta ja lue lisää // Click on research theme and read more

Julkaisut on listattu tutkimusalueittain  // Articles have been listed by research themes

1. Käsityön pedagoginen ja didaktinen tutkimus // Pedagogical and didactical research in craft, design and technology education

RESEARCH TEAM:

  • Postdoc researchers: Professor Dr. Eila Lindfors, Adjunct professor Dr. Marja-Leena Rönkkö and Adjunct professor Dr. Jaana Lepistö, Dr. Virpi Yliverronen, Dr. Mikko Huhtala
  • Doctoral candidates: M.Ed. Juha Jaatinen, M.Ed. Matti Pirttimaa, M.Ed. Sari Saarnilahti, M.Ed. Satu Grönman
  • 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.

1.1 Käsityön oppiminen ja opettaminen varhaisina vuosina // CDT education in early years

2021

  • Grönman, S., Lindfors, E. & Rönkkö, M-L. (2022, accepted). Esiopetusikäisten lasten tavoiteorientaatiot ja ohjausvuorovaikutuksen tarve käsityön oppimisprosessissa [Preschool-aged children’s achievement goal orientations and teacher-child interaction in a craft, design and technology learning process]. Journal of Early Childhood Education Research, 11(1).
  • Rönkkö, M.-L. & Aerila, J.A. (2021). Käsityöprosessi sopii kirjallisuuskasvatukseen. In J.-A. Aerila & M. Kauppinen (eds.) Kirjasta kaveri. Jyväskylä: PS-Kustannus. https://www.researchgate.net/publication/351346404
  • Rönkkö, M.-L., Yliverronen, V. & Kangas, K. (2021). Investigative activity in pre-primary technology education: The Power Creatures project. Design and Technology Education: an International Journal, 26(1), 29–44. https://ojs.lboro.ac.uk/DATE/article/view/2885
  • Yliverronen, V., Kangas, K. & Rönkkö, M.-L. (2021). Investigative activities as a basis for integrating pre-primary craft, technology and science education. Techne Series A, 28(2), 173–180. https://journals.oslomet.no/index.php/techneA/article/view/4317
  • Yliverronen, V., Rönkkö, M.-L. & Kangas, K. (2021). Learning everyday technologies through playful experimenting and cooperative making in pre-primary education. FormAkamisk, 13(4), 1–10. https://doi.org/10.7577/formakademisk.4198

2019

  • 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
  • Aerila, J.-A., Rönkkö, M.-L. & Grönman, S. (2019). Arts-Based activities and stories convey children’s learning experiences In K.J. Kerry-Moran & J.-A. Aerila (eds.) Story in Children’s Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning, 16, 333–354. New York: Springer. https://research.utu.fi/converis/portal/Publication/42484111?auxfun=&lang=fi_FI
  • Yliverronen, V. (2019). Esiopetuksen käsityö: Kolme tapaustutkimusta esikoululaisista käsityötehtävien parissa. Akateeminen väitöskirja. Helsingin yliopisto. Kasvatustieteellinen tiedekunta. Opettajankoulutuslaitos. https://helda.helsinki.fi/handle/10138/304448

2018

2016

2015

2014

  • 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. https://ojs.lboro.ac.uk/DATE/article/view/1954

2013

  • 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. https://www.researchgate.net/publication/273455518
  • Virta, K., Metsärinne, M & Kallio, M. (2013). Supporting Craft Sense in Early Education. Techne Series A, 20(3), 50–61. https://helda.helsinki.fi/handle/10138/300072

2011

  • Lindfors, E. (2011). Ainedidaktiikan haasteita esi- ja alkuopetuksen käsityössä [The challenges of subject didactics 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. https://helda.helsinki.fi/handle/10138/27883

2010

  • 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. http://hdl.handle.net/10138/306542
  • 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.

1.2 Käsityön oppiminen ja opettaminen perusopetuksessa // CDT education in primary and lower secondary education

2021

2019

  • 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
  • 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
  • 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. https://www.iteea.org/File.aspx?id=157700&v=e94e5d51
  • 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

2017

2016

  • 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) https://www.researchgate.net/publication/337398573
  • Kallio, M. & Metsärinne, M. (2016). How do different background variables predict learning outcomes? International Journal of Technology and Design Education, 27(1), 31–50. https://doi.org/10.1007/s10798-015-9339-7
  • Metsärinne, M. & Kallio, M. (2016). How are students’ attitudes related to learning outcomes? International Journal of Technology and Design Education, 26(3), 353–371. http://dx.doi.org/10.1007/s10798-015-9317-0
  • Rönkkö, M.-L. & Lepistö, J. (2016). The craft process developing student decision making. Techne Series A, 23(1), 48–61. https://www.researchgate.net/publication/299340958

2015

  • 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. https://doi.org/10.1007/s10798-014-9273-0
  • 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. http://dx.doi.org/10.1007/s10798-015-9345-9

2014

2011

  • 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. https://docplayer.fi/425642-Taito-ja-taideaineiden-oppimistulokset.html

1.3 Käsityön oppiminen ja opettaminen toisella asteella // CDT education in higher secondary education

2016

  • 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].

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.
  • 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.

1.4 Määrittämätön koulutusaste // Level of education unspecified

2021

2017

  • 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. http://hdl.handle.net/10138/229862
  • 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. http://hdl.handle.net/10138/229862

2016

  • Metsärinne, M. & Kallio, M. (2016). Students’ conceptions of learning and learning outcomes in Technology Education. Australasian Journal of Technology Education, 3. https://doi.org/10.15663/ajte.v3i1.42
  • 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. https://www.researchgate.net/publication/310674312

2011

  • 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.

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.

2. Innovaatiopedagogiikan ja ekososiaalisen design-ajattelun tutkimus // Innovation pedagogy and ecosocial design thinking research

RESEARCH TEAM:

  • Postdoc researchers: Professor, Dr. Eila Lindfors, Adjunct professor, Dr. Vesa Taatila, Adjunct professor, Adjunct professor, Dr. Harri Ketamo and post doctoral researcher, Dr. Laura-Maija Hero
  • Doctoral Candidate:  – Research theme:
  • 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.

2021

  • Grönman, S. & Lindfors, E. (2021). The Process Models of Design Thinking – Differences and similarities. In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 110–118. https://journals.oslomet.no/index.php/techneA/article/view/4352
  • Huhtala, M. & Lindfors, E. (2021). Qualitative Anticipation to Forecast Employees’ Future Professional Competencies – Considerations from the Viewpoint of Education. In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 31–40. https://journals.oslomet.no/index.php/techneA/article/view/4360
  • Lindfors, E., Lundberg, A. & Kuusisto, S. (2021). Students’ Goal Orientations during a Pedagogical Innovation Process – A study in craft, design and technology teacher education. In E. Lindfors & M. Rönkkö Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 221–232. https://journals.oslomet.no/index.php/techneA/article/view/4381/3852

2020

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. 309–318. https://www.researchgate.net/publication/337402592
  • 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. 302–308. https://blogit.utu.fi/innokomp/tutkimusartikkeli-pupils

2017

2016

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

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. https://www.researchgate.net/publication/286949821

2010

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

3. Käsityö kulttuurin, hyvinvoinnin ja toimintakyvyn kehittäjänä // Craft and design in the context of culture creation, wellbeing and action competence

RESEARCH TEAM:

  • Postdoc researchers: Adjunct professor Dr. Antti Pirhonen, Adjunct professor Dr. Marja-Leena Rönkkö
  • 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.

2021

2020

  • Kouhia, A. & Rönkkö, M.-L. (2020). Crafting the city: Promoting heritage awareness through craft making in a historical town. International Journal of Education and the Arts, 21(33), 1–21. https://doi.org/10.26209/ijea21n33

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), 65–73. http://dx.doi.org/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. https://docplayer.fi/68540633-Jatkuvuus-ja-muutos-opettajankoulutuksessa.html
  • 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. http://dx.doi.org/10.17011/ht/urn.201705272515
  • Sadiq, M. & Pirhonen, A. (2017). Finding usability problems in ERP-application 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, 222–226. http://www.iadisportal.org/digital-library/finding-usability-problems-in-erp-application-help-and-end-user-training-material
  • Tuuri, K., Parviainen, J. & Pirhonen, A. (2017). Who Controls Who? Embodied Control within Human-Technology Choreographies. Interacting with Computers, 29(4), 494–511. http://dx.doi.org/10.1093/iwc/iww040

2016

  • Granö, P. & Koivurova, A. (2016). Children’s depictions of the home in post-war northern Finland and Sweden. JoFS, Sam Houston State University. https://www.researchgate.net/publication/325713470
  • Granö, P., Merisuo-Storm, T. & Soininen, M. (2016). Visualisation of a teacher by the first year teacher students.
  • Keskitalo, A., Aerila, J.-A. & Rönkkö, M.-L. (2016). Kävelypedagogiikka kaupunkiympäristössä: Moniaistisuus ja yhteisölliset valokuvat oppimisessa [Walking pedagogy in a city environment: Multisensority and communal photographs in learning]. 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. http://hdl.handle.net/10138/174336
  • 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. http://dx.doi.org/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. http://dx.doi.org/10.17011/ht/urn.201705272515

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

  • 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.
  • 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

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.
  • Virta, K., Puolamäki, L., Raike, E., Ernst, E. & Uotila, K. (2013). Reaching a sustainable cultural landscape through pedagogical evaluation of technology. Archäologische Informationen, 36, 55–64. http://dx.doi.org/10.11588/ai.2013.0.15384

2011

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. https://www.researchgate.net/publication/273455443

4. Yrittäjyyskasvatustutkimus // Enterprise education research

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.

2021

2018

2016

2015

  • Rönkkö, M.-L. & Lepistö, J. (2015). Finnish student teachers’ critical conceptions towards entrepreneurship education. Journal of Enterprising Communities, 9(1), 61–75. http://dx.doi.org/10.1108/JEC-03-2013-0003

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. http://urn.fi/URN:ISBN:978-951-29-5933-4
  • 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. http://urn.fi/URN:ISBN:978-951-29-5933-4

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. https://doi.org/10.1108/ET-05-2012-0055
  • 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). Tarvitseeko opettajankoulutus yrittäjyyskasvatusta vai yrittäjyyskasvatus opettajankoulutusta? [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. https://opinkirjo.fi/materiaalit/yrittajyyskasvatus-perus-ja-toisella-asteella/
  • 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. https://www.researchgate.net/publication/273455308

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 (eds.) Koulun kehittämisen haaste. Näkökulmia harjoittelukouluissa tapahtuvaan tutkimukseen [The challenge of the schools’ development. Perspectives on the research in Finnish training schools]. University of Oulu. Publications of the Teaching Development Unit. Dialogues 13, 153–167. https://www.oamk.fi/c5/files/2815/5436/7031/dialogeja_13.pdf

5. Oppimis- ja työympäristöjen tutkimus // Research on learning and working environments

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.

5.1 Turvallisuuskulttuuri ja turvallisuuskasvatus oppimis- ja työympäristöissä // Safety culture and safety education in learning and working environments

2021

  • Kaipainen, J. & Lindfors, E. (2021). Reducing occupational safety incidents as a precondition to teaching technology in special education. In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 340–347. https://journals.oslomet.no/index.php/techneA/article/view/4349/3841
  • Leino, M. & Lindfors, E. (2021). Safety Culture in Craft, Design and Technology Workshops – An analysis of safety documents in teacher education. In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 332–339. https://journals.oslomet.no/index.php/techneA/article/view/4358/3842
  • Lindfors, E., Hilander, A., Lahtivirta, J. & Somerkoski, B. (2021). Turva(llisuus)kävely opetusmenetelmänä: mitä, miksi ja miten? – A safety walk as a teaching method: what, why and how? In E. Luukka, A. Palomäki, L. Pihkala-Posti & J. Hanska (eds.) Opetuksen ja oppimisen ytimessä [In the core of teaching and learning]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics], 19, 169–193. http://hdl.handle.net/10138/333969
  • Puolitaival, M., Lindfors., E. & Somerkoski, B. (2021). Koronapandemia nuorten turvallisuuskäsitysten määrittäjänä. In A. Puustinen (ed.) Pelastus- ja turvallisuustutkimuksen vuosikirja 2021 [Annual Publication of Emergency Services, Safety and Security Studies]. Pelastusopiston julkaisu, D-sarja N/2021. Pelastusopisto, Kuopio, 76-90. http://info.smedu.fi/kirjasto/Sarja_D/D1_2021.pdf
  • Somerkoski, B. & Lindfors, E. (2021). Turvallisuuspedagogiikka ainedidaktiikan virrassa – Safety pedagogic content in the Finnish National Core Curriculum. In E. Luukka, A. Palomäki, L. Pihkala-Posti & J. Hanska (eds.) Opetuksen ja oppimisen ytimessä [In the core of teaching and learning]. Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia [Publications of the Finnish Research Association for Subject Didactics. Publications in Subject Didactics], 19, 53–78. http://hdl.handle.net/10138/333969

2020

  • Lindfors, E. (2020). Incident data in enhancing school safety: an example from Finland. International Journal of Telemedicine and Clinical Practices,  3(3),  209–222. https://www.inderscience.com/info/ingeneral/forthcoming.php?jcode=ijtmcp
  • Lindfors, E., Somerkoski, B., Waitinen, M., Jyrhämä, R., Sormunen, K. & Seppälä, T. (2020) Opettajankoulutuksen omatoimisen varautumisen tilannekuva ja kehittämissuuntia [Self-preparedness and prevention in teacher education: Current level and future development]. In A. Puustinen (ed.) Pelastus- ja turvallisuustutkimuksen vuosikirja 2020 [Annual Publication of Emergency Services, Safety and Security Studies]. Pelastusopiston julkaisu, D-sarja N/2020. Pelastusopisto, Kuopio, 55–88. http://hdl.handle.net/10138/322609
  • Suomi, R., Lindfors, E. & Somerkoski, B. (2020). Location information services in advancing automated external defibrillators (AEDs). In N. Wickramasinghe (ed.) Mobile technologies for healthcare. Health Innovation Research. Australia: IGI Global. http://dx.doi.org/10.4018/978-1-5225-6067-8.ch009

2019

  • 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, 785. Springer, Cham, 462–. https://doi.org/10.1007/978-3-319-93882-0_44
  • 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
  • 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

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. https://doi.org/10.1007/978-3-319-97931-1_7
  • 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. http://urn.fi/URN:ISBN:978-952-310-934-6
  • 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, 907. Springer, Cham. Conference proceedings. 7th International Conference on Well-being in the Information Society, 27–29 Aug 2018, Turku, Finland. https://doi.org/10.1007/978-3-319-97931-1_12
  • 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], 109–126. https://research.utu.fi/converis/getfile?id=29637093&portal=true
  • 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. https://docplayer.fi/55101221-Omatoimisen-varautumisen-auditointi-oppilaitoksen-turvallisuuskulttuurin-kehittajana.html

2016

  • 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. & 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. http://hdl.handle.net/10138/174336
  • Somerkoski, B. (2016). Safety at school context: making injuries and non-events visible with a digital application. Communications in Computer and Information Science, 636, 114–125. https://doi.org/10.1007/978-3-319-44672-1_10

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. http://urn.fi/URN:ISBN:%20978-951-29-5719-4
  • Somerkoski, B. & Lillsunde, P. (2014). Safe Community designation as quality assurance in local security planning. Communications in Computer and Information Science, 450, 194–202. https://doi.org/10.1007/978-3-319-10211-5_20

2013

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

5.2 Kehittyvät käsityön oppimisympäristöt // Research on developing learning and working environments in CDT education

2021

  • Piilikangas, A. & Lindfors, E. (2021). Stay Online -Student Teachers’ Views on Online Experiential Learning in Emergency Remote Teaching (ERT). In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 294–302. https://journals.oslomet.no/index.php/techneA/article/view/4355/3844 
  • Lindfors, E., Jaatinen, J., Wendelius, S., & Uljas, M. (2021). Kohti uutta käsityön oppimis- ja työympäristöä : Opettajien näkemyksiä tilasuunnitteluun. Ainedidaktiikka, 5(2), 25–50. https://doi.org/10.23988/ad.99360
  • Lindfors, E., Rönkkö, M.-L., Kiviranta, L., Yliverronen, V., Tanhuanpää S. & Grönman, S. (2021). Outdoor Learning in Early Childhood Education A Narrative Review. In E. Lindfors & M. Rönkkö (eds.) Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 156–165. https://journals.oslomet.no/index.php/techneA/article/view/4353/3859

2019

  • 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 

2018

  • Lindfors, E. & Pirttimaa, M. (2018). Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä [The challenges and opportunities of technology education in automation technology learning environment]. Ainedidaktiikka [Subject didactics], 2(1), 2–18. http://journal.fi/ainedidaktiikka

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 A, 24(2), 32–49. https://journals.oslomet.no/index.php/techneA/article/view/1923

2015

  • 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.

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, 33, Helsingin yliopisto, opettajankoulutuslaitos, Helsinki, 73–87. http://hdl.handle.net/10138/43167

6. Käsityökasvatuksen tieteenalan ja opettajankoulutuksen tutkimus // Research in CDTE as a discipline and a context of pre- and in-service teacher training

RESEARCH TEAM:

  • Professor, Dr. Eila Lindfors

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.

2021

  • Lehtinen, R., Huhtala, M. & Lindfors, E. (2021). Spatial Visualization Skills of the Student Teacher Applicants – A pilot study in the Finnish CDT teacher education admissions. In E. Lindfors & M. Rönkkö Technology in our hands. Creative pedagogy and ambitious teacher education. Techne Series A, 28(2), 278–286. https://journals.oslomet.no/index.php/techneA/article/view/4370/3846

2019

2018

2017

2016

  • 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. https://www.iteea.org/File.aspx?id=39504&v=7f12ac31
  • 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. & 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. http://hdl.handle.net/10138/174336

2015

  • 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
  • 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. https://hal.archives-ouvertes.fr/hal-01161553/file/PATT29.pdf

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].
  • 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. https://manualzz.com/doc/18529748/proceedings-of-the-second-international-for-inclusive-lea…
  • 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

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.
  • Metsärinne, M & Virta, K. (2012). The Development of Sloyd Teacher Students’ Self- Directed Learning Readiness. Techne Series A, 19(1), 49–53. https://journals.oslomet.no/index.php/techneA/article/view/483

2011

2010

  • 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 Birthday of Uno Cygnaeus Symposium 12th–13th October, 2010. University of Jyväskylä. Department of Teacher Education, 223–240. http://urn.fi/URN:ISBN:978-951-39-4046-1