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Eight comprehensive school students participated, documenting craft processes from third to ninth grade through photos, narratives, and tapings. Learner self-assessments were complemented by peer and teacher textual contributions, plus interviews in late spring 2019. Data were analysed using Anderson and Krathwohl’s revised taxonomy. 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Eight comprehensive school students participated in the study, tracing their craft process activities via photos, narratives, and tapings from the third to the ninth grade. The data involved self-assessment by the learners; peers and teachers were included in the textual content. The data also contained interviews, which were carried out in late spring 2019. The interview focused on students’ conceptions of the ePortfolio method and the central elements in constructing it and, finally, improvements of the ePortfolio method. TheePortfolio data was analysed by applying Anderson and Krathwohl’s taxonomy for learning, teaching, and assessing. The results revealed that students’ knowledge types transformed throughout those years, from versatile to more limited area and students’ cognitive process levels, from concrete to more abstract. The interview data supported these interpretations. The interviewees described the changes in their focus when tracing their learning processes; they considered visual and textual content, communication, and metacognitive knowledge as essential elements of ePortfolios. Suggested improvements of the ePortfolio addressed technical issues, platform demands, and practical functionalities.  \nKeywords  \ncraft education, electronic portfolio, documentation, content analysis, revised learning taxonomy, knowledge creation  \nIntroduction  \nThere is a need for an understanding of comprehensive school students’ longitudinal learning processes. Defined in more detail, we need to follow the development of students’ skills and reveal the level of learning gained (Atjonen, 2014; FNBE, 2014) . This research aimed to study the use of an electronic portfolio (ePortfolio) method to analyse how it promotes the longitudinal learning process and how it fulfils the expectations set for it. Documentation of the craft process and the collected pieces of evidence (photos, narratives, tapings) enable learners to recall and reflect on the learning experiences and hence maintain a much richer and broader view of the craft processes (Barrett, 2007; Keune & Peppler, 2017; Meyer, Abrami, Wade, Aslan & Deault, 2010) . The documentation also enables sharing and celebrating achievement, so that learners may enjoy learning, and so that utilisation of recent and prior capabilities are acknowledged for longer. The present study sought to report the results of the exceptionally long ePortfolio study and reveal how the young students experienced working with it. Further,  \nwe aimed to examine students’ conceptions of the portfolio and the central aspects of constructing ePortfolios in craft studies. We were also interested in the learners’ suggestions for improving ways of working with ePortfolios.  \nCraft is an obligatory school subject in Finland and guides students to identify design constraints, create ideas, and construct design solutions by using various materials and techniques (Syrjäläinen & Seitamaa-Hakkarainen, 2014) . Craft education emphasises multimateriality and the development of versatile working capabilities (FNBE, 2014) . The instructional aim is to develop students’ craft-related knowledge and skills and, thus, improve learners’ self-esteem, sense of responsibility, and enjoyment (Rönkkö et al., 2016) . Craft studies are also expected to advance more generic skills, such as problem solving, thinking, and communication, as well as collaboration and social participation (Pöllänen, 2011) . Moreover, the national curriculum for craft education (FNBE, 2014) requires documentation ","cbCaitMkQU3VGGNq","https://ap.wps.com/l/cbCaitMkQU3VGGNq","pdf",527102,17,"English","# Abstract\n# Introduction\n## Rationale for longitudinal study\n## Craft education in Finland\n## Prior ePortfolio studies","[{\"question\":\"What is the main research aim of the study?\",\"answer\":\"To examine how an electronic portfolio method supports students’ longitudinal learning processes in craft education and how it meets related expectations.\"},{\"question\":\"How were the ePortfolio materials collected and analysed?\",\"answer\":\"Students documented craft processes using photos, narratives, and tapings, supported by learner self-assessment and peer/teacher textual content. Interviews were conducted in late spring 2019, and analysis used Anderson and Krathwohl’s taxonomy for learning, teaching, and assessing.\"},{\"question\":\"What changes did the study find over the six-year period?\",\"answer\":\"Students’ knowledge types evolved from versatile to more limited areas, and their cognitive process levels moved from concrete toward more abstract operations.\"},{\"question\":\"What improvements to the ePortfolio method did students suggest?\",\"answer\":\"They addressed technical issues, platform demands, and practical functionality needs, reflecting changes in what students focused on while tracing their learning processes.\"}]","Long-Term Use of ePortfolios in Craft Education among Elementary School Students - Reflecting the Level and Type of Craft Learning Activities | PDF",1792089944,43]