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It evaluates the alignment between Craft and Design curriculum activities and students’ understanding of technological concepts. Questionnaire data from seven elementary schools (277 Icelandic, 317 Finnish) measure reasoning using mechanical systems tied to simple physical phenomena. Results indicate limited familiarity with surveyed content, curriculum–outcome transfer gaps, and gender differences linked to motivation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-technological-knowledge-and-reasoning-in-icelandic-and-finnish-comprehensive-schools/600694/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-technological-knowledge-and-reasoning-in-icelandic-and-finnish-comprehensive-schools/600694.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What time period and age groups does the study cover?","Question",{"text":112,"@type":113},"The research was conducted in Finnish and Icelandic schools in 2013–14 and focuses on students aged eleven and thirteen.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers measure technological reasoning?",{"text":117,"@type":113},"They used a questionnaire about mechanical systems connected with simple physical phenomena to assess technological knowledge and reasoning.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding curriculum alignment and students’ familiarity?",{"text":121,"@type":113},"The results suggest students should have been more familiar with the survey content based on Craft and Design studies and textbook use in other subjects, indicating limited transfer from curriculum content to test performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600694,1792091190,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Examining Technological Knowledge and Reasoning in Icelandic  \nand Finnish Comprehensive Schools Ossi Autio, University of Helsinki, Finland  \nBrynjar OLAFSSON, University of Iceland, Iceland Gisli THORSTEI NSSON, University of Iceland, Iceland  \nAbstract  \nThis research was undertaken in Finnish and Icelandic schools during the years 2013-14, in order to explore students’ technological knowledge and reasoning at the ages of eleven and thirteen. The research considered the congruence between students’ undertakings within Craft and Design education in the national curriculum and their ability to understand technological concepts. Data was collected using a questionnaire distributed to seven elementary schools and is highlighted with the researchers’reviews of the national curricula. The Icelandic part of the research was undertaken with 277 students and Finnish sample consisted from 317 participants. Technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. The results highlighted that students should have been more familiar with the content of the survey as a result of their Design and Craft studies and the use of textbooks in other subjects, such as physics. We expected that there is more transfer effect between the content of curriculum and the results in technological knowledge and reasoning. In addition, some differences between boys and girls were found. This is explained by boys and girls different interests and obviously this has an impact on girls’ motivation for learning about technology.  \nKey words  \ncraft and design education, technological reasoning, technical literacy  \nIntroduction  \nBasically, the goals of the Finnish and Icelandic national curriculums for Craft and Design are similar and aim to help students with the knowledge, skills and attitudes required to develop technological reasoning and increase their ability to solve problems (Framework Curriculum Guidelines, 2004; Autio & Hansen, 2002; Menntamálaráðuneytið, 2013) . Both curriculums are based on models for learning that include technological knowledge based on handicraft skills and design principles within a problem-solving context. Teaching aims to empower students to manage their daily lives and successfully earn a living in society through innovative thinking and an entrepreneurial approach. The subjects  \nalso aim to develop students’ understanding of how to assess, understand use and manage technology in a broad context, both at home and in the community. The goal is to enhance students’ abilities to survive in their daily lives and to ensure personal growth in their personality.  \nCraft and Design lessons provide students with opportunities to learn about various technologies, by using hands-on activities and different design methods. Students realise their own designs through visible and usable projects. The knowledge and skills apply not only to the making of new artefacts, but also learning about technological reasoning and the maintenance of machines or handicraft tools. Learning practical skills can facilitate both technological knowledge and understanding through technological reasoning (Thorsteinsson, 2002) .  \nAlthough, the goals in Icelandic and Finnish curriculum are quite similar, the main difference seems to be that Finnish Craft and Design education is nowadays officially named Handicraft and it is claimed that Technical craft and Textile craft should be compulsory for boys and girls in grades 3 – 9. However, in many schools Handicraft is in practice still divided into Technical Craft and Textile Craft in grades 5-9. Students’ have to select just one of the craft subjects for several practical reasons like timetabling and the number of teachers employed. Because of this, boys will have more experience in the field of science and technology and therefore we can expect that they have better opportunities to improve their technological understanding a","cbCaiuh5ShjMskIr","https://ap.wps.com/l/cbCaiuh5ShjMskIr","pdf",252716,"English","# Abstract\n# Introduction\n# Research Design\n# Research Questions\n# Technological Literacy and Technological Reasoning","[{\"question\":\"What time period and age groups does the study cover?\",\"answer\":\"The research was conducted in Finnish and Icelandic schools in 2013–14 and focuses on students aged eleven and thirteen.\"},{\"question\":\"How did the researchers measure technological reasoning?\",\"answer\":\"They used a questionnaire about mechanical systems connected with simple physical phenomena to assess technological knowledge and reasoning.\"},{\"question\":\"What were the main findings regarding curriculum alignment and students’ familiarity?\",\"answer\":\"The results suggest students should have been more familiar with the survey content based on Craft and Design studies and textbook use in other subjects, indicating limited transfer from curriculum content to test performance.\"}]","Examining Technological Knowledge and Reasoning in Icelandic and Finnish Comprehensive Schools | PDF",25]