Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers - paper summary

Oct 15, 2026

Finland’s makerspace tradition is implemented as a compulsory craft learning-by-doing subject across grades one to seven, evolving from gender- and material-segregated classes into a collaborative model. The research examines teachers’ and pupils’ mindsets, focusing on shared learning environments where technical and textile work teachers co-teach. Two pilot case studies develop criteria for innovations and pupil innovation competencies, using systematic observation, interviews, and experience sampling via a mobile application. Findings show that shared spaces, practices, and tools enable collaborative innovative learning activity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Keywords

Introduction

Learning environments and collaboration

Makerspaces and design-by-making

Finnish craft tradition and curriculum context

Research question and purpose

Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers Juha Jaatinen, University of Turku, Finland Eila Lindfors, University of Turku, Finland Abstract Finland has its own version of a “makerspace”: craft class. Originally, there was one craft class for boys and one for girls. Later, there were classes for different materials, especially for wood and textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for pupils, or “makers”, we must determine teachers’ and pupils’ mindsets concerning collaboration, differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades one through seven, with activities based on craft expression, design and technology (CDT) . This research is part of a national endeavour to develop innovative CDT as a basic education subject. The paper explores two pilot case studies in which technical and textile work teachers taught together ina shared learning environment, rather than in traditionally separate learning environments. The aim was to develop criteria for a new kind of learning environment that would promote learning to develop innovations and pupil’s innovation competencies. The first study used a mixed methods approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in primary school, to test the new teaching culture. The second study used an experience sampling method in the form of a mobile application to reveal various parts of pupils’ design and making processes in a school setting. The key finding is that collaborative teams can support teachers’ and pupils’ innovative learning activities when the work is supported by shared spaces, practices and new tools. The paper concludes by relating preconditions for implementing makerspaces in the context of formal comprehensive education to learning outcomes, traditional workshops, learner differences and pedagogical innovation processes. Keywords makerspace, basic education, school reform, co-teaching, self-assessment, pedagogical innovation process Introduction Earlier studies give us a broad perspective of good learning environments. Well-being in schools is based on school conditions, social relationships and means for self-fulfilment and health (Konu & Rimpelä, 2002) . Learning environments should be safe and reflect connections to the surrounding society (Piispanen, 2008) . Good learning environments also depend on teachers’ active collaboration in the design process (Nuikkinen, 2009) . Successful teacher communities require supportive leadership, trust and respect for professional development and effective group dynamics and compositions (Vangrieken, Meredith, Packer, & Kyndt, 2017) . Finally, learning environments should support the use of modern teaching and learning processes (Kuuskorpi, 2014, 2012) . All of the above are critical considerations when creating a space or environment to facilitate learning. Spaces for hands-on learning and learning by making in formal and informal education—so-called“makerspaces”—have gained global prominence since the advancement of digital modelling and fabrication. 3D printing, laser cutting and other computer numerical controlled (CNC) devices have been used as means of concretising innovative ideas, even with young learners (e.g. Halverson & Sheridan, 2014) . However, making is not only about modern technology; it is also the primitive human obsession to use tools to survive in various circumstances. The history of mankind is a history of tooling and solving a variety of problems and challenges. Today, people’s individual innovation competence allows them to acknowledge new problems and construct highly usable solutions as part of teams. Individual innovation competence is seen as a combination of personal characteristics, future orientation, creative thinking skills, social skills, project management skills, conten

FAQs

What does “makerspace” mean in the Finnish comprehensive school context described here?

It refers to craft education as a structured learning-by-doing subject, including activities in craft expression, design, and technology (CDT). The paper contrasts this tradition with more technology-centered makerspaces.

What approach does the research use to study how a makerspace should be implemented?

It uses two pilot case studies: one with mixed methods (observation, inquiry, and pair interviews of co-teaching teams) and another with experience sampling through a mobile application.

What key finding is reported about collaborative teams in makerspaces?

Collaborative teams can support teachers’ and pupils’ innovative learning activities when the work is enabled by shared spaces, shared practices, and new tools.

Oct 15, 2026

Uploaded by mieayamfan