期刊名称：Design and Technology Education: an International Journal
印刷版ISSN：1360-1431
出版年度：2019
卷号：24
期号：2
页码：42-66
出版社：Design and Technology Education: an International Journal
摘要：Finland has its own version of a “makerspace”: craft class. Originally, there was one craft class for
boys and one for girls. Later, there were classes for different materials, especially for wood and
textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for
pupils, or “makers”, we must determine teachers’ and pupils’ mindsets concerning collaboration,
differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades
one through seven, with activities based on craft expression, design and technology (CDT). This
research is part of a national endeavour to develop innovative CDT as a basic education subject. The
paper explores two pilot case studies in which technical and textile work teachers taught together in
a shared learning environment, rather than in traditionally separate learning environments. The aim
was to develop criteria for a new kind of learning environment that would promote learning to
develop innovations and pupil’s innovation competencies. The first study used a mixed methods
approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in
primary school, to test the new teaching culture. The second study used an experience sampling
method in the form of a mobile application to reveal various parts of pupils’ design and making
processes in a school setting. The key finding is that collaborative teams can support teachers’ and
pupils’ innovative learning activities when the work is supported by shared spaces, practices and
new tools. The paper concludes by relating preconditions for implementing makerspaces in the
context of formal comprehensive education to learning outcomes, traditional workshops, learner
differences and pedagogical innovation processes.
关键词：makerspace; basic education; school reform; co-teaching; self-assessment; pedagogical innovation
process
