STUDENTS’ ATTITUDES TOWARDS TECHNOLOGY EDUCATION IN FINLAND, ESTONIA AND ICELAND

Year 2014, Volume: 1 , 96 - 100, 31.05.2014

Ossi Autıo , Mart Soobık Gisli Thorsteınsson , Brynjar Olafsson

Abstract

This paper is based
on a comparative study of craft and technology education curriculums and
students’ attitudes towards craft and technology in Finland, Estonia and
Iceland. The study was undertaken by the Helsinki University, University of
Tallinn and University of Iceland in the year 2012. Even though, the
origins of craft education in Finland, Estonia and Iceland have many
similarities, the Estonian and Icelandic national curriculum place greater
emphasis on design and innovation, whereas the Finnish national curriculum
focus on the development of students’ personalities and gender issues. A
quantitative survey was subsequently distributed to 493 school students in
Finland, Estonia and Iceland. The questionnaire consisted of 14 questions,
which aimed to ascertain students’ attitudes towards craft and technology. The
survey showed substantial differences in students’ attitudes towards craft and
technology education in the three countries. In addition, significant
statistical differences were found between boys and girls. These differences
may be explained by differences in the national curriculums and the different
pedagogical traditions. However, these findings need to be examined further
through research. 

Keywords

attitudes towards technology, technology education, handicraft, pedagogical traditions

References

• Ainevaldkond „Tehnoloogia“ (2011). [Subject field „Technology”]. (2011). RT I, 14.01.2011, 1. Retrieved from https://www.riigiteataja.ee/aktilisa/1200/9201/1009/VV1_lisa7.pdf. Arffman, I. & Brunell, V. (1983). Sukupuolten psykologisista eroavaisuuksista ja niiden syistä [Psychological gender differences and the reasons for them]. Jyväskylän yliopisto. Kasvatustieteiden tutkimuslaitoksen selosteita ja tiedotteita 283. Autio, O. (1997). Oppilaiden teknisten valmiuksien kehittyminen peruskoulussa [Student's development in technical abilities in Finnish comprehensive school]. Research Reports No. 117. Helsinki: The University of Helsinki, Department of Teacher Education. Autio, O., Thorsteinsson, G. & Olafsson, B. (2012). A Comparative Study of Finnish and Icelandic Craft Education Curriculums and Students’ Attitudes towards Craft and Technology in Schools. Procedia - Social and Behavioral Sciences 45 (2012), 114-124. Autio, O. & Soobik, M. (2013). A Comparative Study of Craft and Technology Education Curriculums and Students’ Attitudes towards Craft and Technology in Finnish and Estonian Schools. Techne series A, 20 (2), 17-33. Bjerrum Nielsen, H. & Rudberg, M. (1989). Historien om jenter og gutter. Kjonnsosialisering i ett utvecklingspsykoligisk perspektiv. Oslo: Universitetslaget. Dyrenfruth, M. J. (1990). Technological Literacy: Characteristics and Competencies, Revealed and Detailed. In H. Szydlowski & R. Stryjski (Eds.) Technology and School: Report of the PATT Conference (pp. 26-50). Zielona Gora, Poland: Pedagogical University Press. Framework Curriculum Guidelines (2004). Helsinki: Opetushallitus. Layton, D. (1994). A School Subject in the Making? The Search for Fundamentals. In D. Layton (Ed.) Innovations in Science and Technology Education (Vol.5). Paris: Unesco. Olafsson, B. & Thorsteinsson, G. (2010). Examining Design and Craft Education in Iceland: Curriculum Development and Present Situation. FORMakadmisk, 3(2), 39-50. Raat, J. & de Vries, M. (1986). What do Girls and Boys think about Technology? Eindhoven, University of Technology. van der Velde, J. (1992). Technology in Basic Education. In Kananoja, T. (Ed.) Technology Education Conference. Helsinki: The National Board of Education (151-170).