International visitors were introduced to pedagogy that considers future challenges and diverse perspectives.
- Text Nina Venhe | Photos Niko Jouhkimainen
“Craft science as an academic field is innovative and forward-looking. It naturally combines practical making and learning, as well as interaction,” says Professor of Craft Science Sirpa Kokko, describing the characteristics and advantages of craft science whilst immersed in a yarn dyeing process.
At the same time, she is guiding other participants through the next phase of the process, explaining how to achieve a specific shade of colour in the yarns.
Yarn dyeing was the topic of one workshop when international partners of two STEAM projects visited UEF in the context of STEAM pedagogy. STEAM stands for science, technology, engineering, art and mathematics. It is a multidisciplinary, solution-oriented hands-on approach that enables combining different domains. In Finland, STEAM education is applied, for example, in the school subject of crafts.
“Yarn dyeing is a great example of this, as the process allows us to get to the core of STEAM easily and concretely. The process naturally combines design and problem-solving skills with the application of theoretical knowledge and hands-on dyeing, as well as aesthetic choices,” Kokko notes, describing the versatility of the task at hand.
Cooperation flows effortlessly as the participants negotiate the colour schemes, plan the workflow, explore the chemistry involved in yarn dyeing, measure pH levels and assess material costs.
“STEAM also has links with future working life, as students and pupils are encouraged to work and solve problems in groups. In addition, they are encouraged to exercise critical thinking, thus becoming more prepared to face the so-called wicked problems of the future,” Kokko concludes.
Concrete learning enhances understanding
In the meantime, another group of visitors is conducting experiments in the technical craft workshop, focusing on the study of electricity. Joyful exclamations fill the room as the newly built robots come to life – not to mention that they are also aesthetically pleasing.
“This project combines multidisciplinary skills with the ability to apply theory to practice, requiring an engineering mindset and a very creative approach. Methods stemming from STEAM pedagogy support all of this,” Senior University Lecturer Kari Sormunen notes.
This is one example of concrete learning, which facilitates learners’ understanding of how different fields of knowledge and skills are interconnected and how they can be applied to solve real-world challenges. In STEAM education, learning is often learner-driven and takes place through projects and practical problem-solving tasks.
“This makes learning concrete and therefore more meaningful. Integrating the arts into technical projects also encourages the creation of innovative solutions,” Sormunen says.
Engaging students in getting to know the practices
The visit by international partners in craft science is linked to two projects. DigiSTEAM (Digital learning in STEAM pedagogy for the Equity of Education) is a project coordinated by the craft science department at the University of Helsinki, with the partners including the craft science department of the University of Eastern Finland, and Stellenbosch University in South Africa. The project aims to develop digital STEAM pedagogy in Finland and South Africa.
The FinnUruSTEAM project (The Finnish-Uruguayan partnership for fostering STEAM approach in teacher education), on the other hand, is coordinated by the STEAM research group of the University of Eastern Finland, with the partners including the Innovative Learning Environments research group at the University of Jyväskylä and the Facultad de Ciencias Agrarias de la Universidad de la Empresa in Uruguay. The project aims at co-creation to enhance STEAM education and learning, while also sharing best practices in teacher education.
“This has been a really interesting journey as well as an introduction to a new culture, nature, and Finnish teacher education and teaching methods,” says Simon van Eeden, a student from Stellenbosch University.
He is dyeing yarns in a small group with Jaakko Mansikka-aho, a student from the University of Helsinki, and they are engaged in a lively discussion about the project and the studies. Mansikka-aho is about to complete his Master’s thesis as a part of the project.
According to van Eeden, STEAM-based teaching methods could work well in South Africa, too. Although the country does not offer crafts as a subject of its own, the multidisciplinary principles of STEAM can easily be integrated into other subjects and fields as well.
“In my home country, we have to take economic constraints into consideration, so I think it’s great that these projects also take recycling into account. Similar learning experiences can be created with cheaper and simpler materials while also considering the circular economy and our own culture.”
Similar thoughts are also echoed by other groups. Although the budget for educational materials in South Africa and Uruguay is smaller than in Finland, future projects are nevertheless being eagerly brainstormed.
“One aspect of STEAM is to intertwine each culture’s own traditions with crafts methods. For example, in a workshop we held in Uruguay, local participants came up with many ideas on how to integrate elements from their own culture into teaching and education, even with very limited resources,” Kokko notes.
Not only financial resources but also a change in attitudes is needed
The international visitors are not just getting an introduction to Finnish customs and pedagogy, but the transfer of knowledge and skills goes both ways. Verónica Perrone, a biology teacher at the Universidad de la Empresa, has been positively surprised by Finnish culture.
“It is very clean and beautiful here, and the appreciation for culture and education is visible everywhere. During my first days here, for example, I’ve been amazed at how much people read everywhere. In Uruguay, I don’t recall seeing anyone reading a book in public.”
When it comes to educational facilities, materials and infrastructure, she says Uruguay still has a lot of catching up to do, compared to Finland.
“In my country, it’s not just about money, but also about attitudes. Many things would need to change for us to achieve similar educational outcomes as Finland has. We are now taking the first steps with STEAM, but for a larger educational transformation, a change in attitudes is needed,” Perrone says.
Exchanging knowledge and skills
Overall, the visit to Finland was regarded as an eye-opening experience in terms of education, culture and pedagogy. Innovative use of materials, student engagement, attention to creativity and self-expression, and the appreciation of teamwork were highlighted as aspects to cherish in the visitors’ own work in the future.
“While many things in Finland are comparatively good, there is always room for improvement. In my opinion, we could place even greater emphasis on social responsibility in education and teaching, and foster stronger networks outside the university, for example, towards businesses,” Kokko says, summing up insights from the visit.
The DigiSTEAM and FinnUruSTEAM projects are funded by the Finnish National Agency for Education’s Team Finland Knowledge (TFK) programme, which aims to create and strengthen collaboration between Finnish higher education institutions and the target areas and countries selected for the TFK network, as well as to develop new models of collaboration. More information about the TFK programme is available at: https://www.oph.fi/en/programmes/tfk-programme
Further information:
Website of the STEAM research group
The Finnish-Uruguayan partnership for fostering STEAM approach in teacher education project website
Digital learning in STEAM pedagogy for the Equity of Education project website
Digital learning in STEAM pedagogy for the Equity of Education website
