Heritage building as a Concept and as a part of Technology Education Conceptions of, structuredness of conceptions of, and conceptual change in students in teacher training during a study module on heritage building

Techne Series: Research in Sloyd Education and Craft Science A. 2017;24(2)


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Journal Title: Techne Series: Research in Sloyd Education and Craft Science A

ISSN: 1238-9501 (Print); 1893-1774 (Online)

Publisher: Nordiskt Forum för Forskning och Utvecklingsarbete inom Utbildning i Slöjd (NordFo)

LCC Subject Category: Education: Special aspects of education

Country of publisher: Norway

Language of fulltext: Danish, Swedish, Bokmål, Norwegian; Norwegian Bokmål, English, Norwegian Nynorsk; Nynorsk, Norwegian

Full-text formats available: PDF



Jani Kaasinen (University of Eastern Finland)


Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 30 weeks


Abstract | Full Text

As a concept, heritage building is young and previously undefined in Finnish scientific literature. Earlier studies about the very notions of heritage building are also nonexistent in Finland. The purpose of the present study was to investigate the conceptions of students in teacher training about heritage building before and after a study module on heritage building, which constitutes a part of their subject studies in didactics of crafts. The lack of previous studies about conceptions of heritage building in Finland led to the selection of these conceptions as a research target. The study uses two different approaches for achieving its purpose. In order to find answers to the research problem, the students' common conceptions about heritage building were examined first. Secondly, it was considered how structured these conceptions were. Therefore, the research process included a conceptual review of heritage building to provide a baseline for comparing the student's conceptions and their structuredness. The research results indicate that even though students in didactics of handicrafts have conceptions about heritage building that are parallel with the definition formulated for the purposes of the study, they are superficial on average. The review of structuredness of conceptions supported the results achieved in the phenomenographical analysis of conceptions. It was observed that completing the study module had an impact on the structuredness of conceptions. Furthermore, the students' personal background was found to have some implications on how structured their conceptions of heritage building were, which was evidenced by notable differences in structuredness of conceptions on an individual level. This article is based on the writer’s doctoral dissertation. Keywords: Heritage building, conceptions, conceptual change, level of structuredness, phenomenography, technology education