This
study aims to examine risk-taking situations among students during holistic
craft processes. The study was conducted during the spring terms of 2013 and
2016. The data comprise interviews of seventh-grade students (2013), in which
they defined solutions found during craft design and production processes, and
digital learning diaries (2016), in which students self-evaluated craft design,
production and evaluation processes. The results show that making crafts includes
risk-taking during every phase of the process. These are situations in which
students either take risks or avoid them. The results reveal that risk-taking
situations related to economical risk are emphasised in the design and
production phases, in which the students make decisions regarding the product
to be made and the techniques to be used. Psychological risk-taking is particularly
connected to the production phase of the craft process, in which the students begin
production and progress through its phases. Social risk-taking situations are
linked to the design and evaluation phases, in which the students interact with
their peer group and the social environment. Based on the study results, it is
important for teachers to pay attention to these situations and how the
students behave. In this way, teachers can teach and support the students in
identifying and taking controlled risks, which is an important skill in a changing society looking toward the future.