Tuomo Leponiemi
University of Jyväskylä, Department of Teacher Education, Finland
Sonja Virtanen
University of Jyväskylä, Department of Teacher Education, Finland
Aki Rasinen
University of Jyväskylä, Department of Teacher Education, Finland
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Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:54, p. 460-467
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
According to the Finnish National Framework Curriculum one of the objectives in technology education (craft; technical work) is to develop pupils’ designing skills. However there are no detailed criteria how to assess these important skills and therefore teachers have to determine those by themselves. Assessment without clear criteria tends to drive teaching towards promoting “guaranteed” and “safe” solutions that stifle pupils’ creativity and independent thinking skills. One of the objectives in technology education is that pupils should learn technological problem solving skills. This objective requires teachers to engage pupils in technological problem solving activities. The design process is regarded as a learning strategy and through this pupils obtain systematic; sustained and independent working skills.
Instruction in technology education is implemented through projects corresponding to the pupil’s stage of development. Methods of experimentation; investigation; and invention should be practiced actively. Starting points for projects can be found from everyday life problems; artefacts and materials. The technological problem solving process encompasses phases of setting out the problem/task; exploring possibilities; brainstorming; from a chosen idea to planning an accurate solution; realizing the project and testing and evaluation.
In order to improve assessment of designing in technology education; a model was developed that works as a pedagogical step-by-step tool to enhance the design process. This tool serves two purposes: first; for the pupils to develop their metacognitive skills about the design process and their ability to self-assess; and also for the teacher to be able to assess the process. The model is demonstrated by one case: the “Birdhouse Band” project; as an example of applying the technological problem solving process.
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