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The research addresses whether teachers see the National Curricula as supportive, how they recognize science during craft processes, whether they are aware of integration, and what benefits they perceive.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study on craft education and science knowledge?","Question",{"text":63,"@type":64},"The article examines whether craft education can be supported by incorporating students’ science-lesson knowledge, especially mathematics and physics, into craft contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research questions guide the interviews with craft teachers?",{"text":68,"@type":64},"The study asks whether teachers view the National Curricula as supportive for integration, how teachers recognize science during craft processes, whether they are aware when science is integrated, and what benefits they consider important.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study conclude about integrating science with craft education?",{"text":72,"@type":64},"The integration is presented as a novel pedagogy that merges two knowledge models to develop a new area of knowledge, enabling students’ understanding, design processes, and engagement with real-world phenomena.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601010,1792166511,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Thorsteinsson, University of Iceland  \nAndry Kikkull, Tallinn University, Estonia  \nAbstract  \nThis article examines the possibility of supporting craft education by incorporating knowledge students have gained via science lessons: such knowledge largely refers to the mathematics and physics taught in Estonian comprehensive schools. Results were gleaned from interviews with craft teachers in Estonia, in order to establish their attitudes to the idea of integrating science with craft. Their ideas are presented here, along with a comparison of their understanding of the pedagogy. The results of the study address the following research questions:  \n1. Do teachers consider the National Curricula supportive, in terms of integrating science knowledge in order to support craft education?  \n2. How do teachers recognise knowledge of science during craft processes?  \n3. Are teachers aware when science is integrated into their teaching?  \n4. What do teachers consider the benefits of such integration?  \nThe research demonstrated the pedagogy of integrating knowledge of science with craft asa novel idea, based on a process of merging the two knowledge models. The result of this process is a development of a new area of knowledge that can both enable students’understanding and their design and fashioning processes. Moreover, it relates to realworld phenomena and thus helps students with their ideation. Such new knowledge is achievable when knowledge from one of the fields is used in the other field, whether science or craft. The integration of science with general craft education is dependent upon both the National Curricula and a teacher’s method of teaching.  \nKeywords  \nintegration, science knowledge, craft education, pedagogy, Estonia  \nIntroduction  \nThe ability to transfer knowledge and skills gained in one subject to lessons of another subject or to real-life situations is an important ability within modern society. The term transferring knowledge basically means to learn something in one context and apply it in another (Fogarty, 1991) . Thus, the skill of knowledge transfer is the foundation of knowledge integration. Due to a lack of integration of theoretical knowledge with practical life skills, the Estonian government has set out a new national curriculum for general education (Government of the Republic, 2014), with an emphasis on integration.  \nToday, the Estonian craft subjects have a technological focus, with the aim being to enable students to acquire the mentality, ideals and values inherent in modern society. They learn to understand options in problem-solving when creating new products and locating and utilising sustainable manufacturing processes. Students are taught to refer to various sources of information in their studies and analyse phenomena and situations. There is a focus on creative thinking and hands-on activities. Students are trained in the process of ideation and are taught to plan and prepare objects or products, in addition to presenting them (Ainevaldkond Tehnoloogia, 2011) .  \nWe can perhaps say that science is an element in craft. Science explains how technology works and technology is utilised in craft. Undertaking handicraft therefore provides students with opportunities to learn about and utilise various technologies, via hands-on. Part of the knowledge gained from practicing or learning craft can be called applied science (Thorsteinsson, 2002) .  \nApplied sciences, according to Collins online dictionary (2019) is science that is put to practical use. It is the application of existing scientific knowledge to practical applications, like technology or inventions. Within natural science, disciplines that are basic science, also called pure science, develop basic information to predict and perhaps explain and understand phenomena in the natural world.  \nVarious subjects, such as mathe","cbCaijo3h13famE6","https://ap.wps.com/l/cbCaijo3h13famE6","pdf",417011,22,"English","# Abstract\n## Research Questions\n## Knowledge Integration and Transfer\n## Applied Science in Craft Education\n## Craft Education within Scandinavian Schools","[{\"question\":\"What is the main purpose of the study on craft education and science knowledge?\",\"answer\":\"The article examines whether craft education can be supported by incorporating students’ science-lesson knowledge, especially mathematics and physics, into craft contexts.\"},{\"question\":\"Which research questions guide the interviews with craft teachers?\",\"answer\":\"The study asks whether teachers view the National Curricula as supportive for integration, how teachers recognize science during craft processes, whether they are aware when science is integrated, and what benefits they consider important.\"},{\"question\":\"What does the study conclude about integrating science with craft education?\",\"answer\":\"The integration is presented as a novel pedagogy that merges two knowledge models to develop a new area of knowledge, enabling students’ understanding, design processes, and engagement with real-world phenomena.\"}]","Examining Estonian Schoolteachers’ Attitudes Towards the Use of Applied Science Knowledge Within Craft Education | PDF",1792091798,55]