CHALLENGING ASSUMPTIONS OF LEARNER HAND SAW

USERS THROUGH ANTHROPOMETRIC DATA AND

ERGONOMICS
Robert Marron G00304955

Submitted for the B.Sc. (Hons.) in Design and Technology Education

to
Galway-Mayo Institute of Technology, Letterfrack

Research Supervisor:

Anthony Clare

Readers:

Anthony Clare and Susan Rogers

Programme:

Bachelor of Science in Design & Technology Education

Module Title:

Thesis

Date Submitted:

12th of April 2016

ABSTRACT
The technical subjects can benefit students by not only encouraging problem solving but
also allowing them to make a product at the end of a design process and ultimately owning
their own education. Additionally, learning the skills of using hand tools improves their coordination and dexterity. In the Materials Technology (Wood) classroom, the VARK
modalities of learning are all attended to, with the Kinaesthetic modality attended to
through the use of hand tools as students learn to use many of the tools that cabinet
makers would employ in their daily work, none more so than the handsaw.
This thesis aims to challenge the assumption that the tenon saw used in contemporary
classrooms is the most suitable for the process. This research aims to examine the
differences between push operated tenon saws and pull operated "Japanese" saws and the
importance of these differences for learner tool users. The author analyses the current
tenon saw in use in schools and examines the suitability of this tool for this application.
Through an examination of the ergonomics of the tenon saw, and examining alternatives
available on the market, this research concludes that there is an alternative saw available,
better suited to learner tool users with the Japanese Dozuki fulfilling most of the criteria.
This thesis takes the form of a literature review, examining the history of the tenon saw, the
construction of a conventional tenon saw, the main processes it is used for in the classroom,
the ergonomics of the saw in relation to students and assessing if a pull-operated Japanese
saw may be a better alternative.
The conclusion of the research is that the Japanese Dozuki should replace the tenon saw as
an alternative better suited to the students' needs as illustrated in the following literature.

1.2

PURPOSE - CHALLENGING ASSUMPTIONS

It is the hypothesis of the author that the reason the tenon saw has become ubiquitous in
the classroom is due to it being the standard cross cutting bench saw used at the
introduction of Woodwork as a subject in the second level curriculum. This became the
norm and extending onwards through the introduction of the revised MTW syllabus (DES
1985). While other types of saw were readily available, such as the carcass saw, gentleman's
saw or dovetail saw no information is available to ascertain the reasoning behind choosing
the tenon saw. As the use of the tenon saw has remained unquestioned in the classroom,
this has led to teachers considering the use of the saw as the ideal saw to use, justified by
"common sense."
In Becoming a Critically Reflective Teacher, Brookfield states, "We fall into the habits of
justifying what we do by reference to unchecked 'common sense'" (Brookfield, 1995:4). It is
in this scenario of justifying the de facto approach using "common sense" that can lead to a
gradual decline in the quality of teaching, to the point where teachers are completely
unaware of the reality that they are no longer as effective as they could be. Could this also
be true of the tools employed in the classroom?
Challenging assumptions through critical reflection is core to Brookfield's work, and while
critical reflection is encouraged more and more today, it is not a recent development. In the
article "When Standards are Unacceptable", David Wessel of the Wall Street Journal notes
that the U.S. Steel Corp. was the first company to produce an annual report in 1903,
employing Price, Waterhouse & Co. to certify the accuracy of the report (Wessel, 2002). This
audit is considered one of the first times a company critically reflected on the operations
and results of itself in order to progress through "praxis." Although the notion has being in
existence since Plato, and revived by Marx in the nineteenth century, Praxis is used by
educators to describe a recurring passage through a cyclical process of experiential learning,
such as the cycle described and popularised by David A. Kolb in his book on Experiential
Learning (Kolb, 1984).
Stephen Pheasant developed five fundamental fallacies while teaching design students; they
revolve around two principle themes. The first theme examines neglecting to use empirical
science and creative problem solving, focusing on "intuitive" design. The second theme is

that of human diversity, that people come in a variety of shapes and sizes - to say nothing of
their variability in strength, dexterity, mentality, and taste.
The five fundamental fallacies can be summarised as following:
1.

If the design is OK for me it will be OK for everybody

2.

If the design is OK for the average person it will be OK for everybody

3.

People are adaptable so it doesnt matter

4.

Ergonomics is too expensive

5.

Designers can rely on their intuition and dont need ergonomic data or empirical
studies

(Pheasant, 1986, p. 10)

It is the author's contention that the reason the tenon saw is used today to teach learner
tool users is due to the education system collectively and unconsciously following the five
fundamental fallacies that Pheasant highlights as being central to the reason that so many
artifacts are used without examining the ergonomics of the object.

1.3

AIMS AND OBJECTIVES

The aim of this thesis is to assess the suitability of the tenon saw currently in use in MTW
classrooms. It is the authors contention that not only is the tenon saw too large and heavy
for the students to use with ease, it is not the correct saw to be using for the tasks that most
classrooms utilise it for.
This thesis aims to assess whether or not the tenon saw is the ideal hand tool for this
application and if a better alternative exists to replace it in the classroom. The traditional
Japanese "Dozuki" saw cuts on the pull stroke, and for this reason is a lighter and more
refined saw, more suited to finer work. This thesis hopes to:
1. Assess the ergonomics of the tenon saw currently in use in second level schools.
2. Identify the main processes the handsaw is used for in class and if the optimal tool is
being utilised.
3. Identify forces and muscles engaged while operating a tenon saw.
4. Compare the results to alternative saws available.
5. Investigate the availability of saws designed specifically for schools that are currently
in the market.
6. Analyse the benefits specific to saws that cut on the pull stroke versus saws that cut
on the push stroke.
7. Appraise the different types of saws available to find the most ergonomic.
8. Propose recommendations to inform the selection of alternatives.
9. Outline recommendations for further investigation.

CONCLUSIONS & RECOMMENDATIONS

5.1

INTRODUCTION

This thesis set out to establish if the tenon saw currently utilised in the contemporary
classroom was fit for purpose. The findings of the research have concluded that the tenon
saw is not the ideal tool for learner tool users and that an alternative should be proposed.
Based on the research findings, through observation, and teacher and pupil feedback in
addition to secondary research in the form of a literature review, this thesis concludes that
the Japanese Dozuki saw is an alternative saw that is currently in the market and meets the
criteria set out by this review as a better alternative for the learner tool user.

5.2

REVIEW OF FINDINGS

From analysing the traditional use of the tenon saw and comparing it with the tasks
common to the MTW classroom where common stock thicknesses is often under 20mm and
soft red deal timber is used, the tenon saw is too large and heavy to be considered ideal for
this task. With no saw designed specifically for schools currently in the market, this thesis
examined a readily available alternative to the tenon saw, the Japanese Dozuki.
This thesis concludes that the Japanese Dozuki saw is more suited to the learner tool user
than the tenon saw that currently exists in the classroom. The pull action of the Dozuki
negates the necessity for students to be able to lock their wrists to control the saw and
instead use tendons and ligaments to control the saw on the pull stroke to make a cut.
At one third of the weight of the tenon saw, the Dozuki is more controllable and allows the
students to change between a power grip and precision grip when necessary, as the
students surveyed expressed no difficulty in operating the saw. As Mathiowetz (1986) found
that males are consistently stronger than females, thus allowing them greater control over
the heavy tenon saw than their female counterparts, the lightweight Dozuki also removes
the sex bias inherent in the use of the tenon saw by developing tool users.
The circumference of 11cm as advised by Cochran & Riley (1986, p. 264) may be ideal for
the adult user, but as found through measuring students hands in the classroom, their
hands averaged 20mm shorter than the average adult. The 8.5cm circumference of the

Dozuki would therefore be better suited to the student. Additionally, the circumference of
the saw handle still allows an adult to use the saw comfortably as attested by the numerous
individuals and organisations that are making the switch to the Dozuki as an alternative to
the tenon saw.
Tichauer and Gage (1977) found that finger grooves should not be employed in the design,
and while the tenon saw does not have such grooves, the tenon saw eschews the finger
groove in favour of a bamboo wrap giving enough texture to give sufficient purchase for the
user to control the saw, without placing undue pressure in interphalangeal joints.
Cochran and Riley suggest that, "Irregular handle shapes such as circular handles with two
flat sides are preferred" (Cochran and Riley 1986). This description matches that of the
Dozuki handle including a cross section ratio of approximately 2:1 as advised, and while it
does not have the convex surface to accommodate the heel of the palm of the hand as
suggested by Selan (1994), this does not apply to horizontal handles.
Not only does "the Japanese design may make more effective use of the forces available and
transmitted from the body" (Bleed & Bleed, 1987-6, p. 195), this efficiency allows learner
users to focus on the task at hand as opposed to focusing on the comparatively high degree
of effort required to operate the tenon saw. This efficiency will prevent students from
feeling discomfort from using the saw, something that 50% of students surveyed admitted
to.
On examining the skeleton of the learner tool users hand, this thesis found that the tenon
saw requires the locking of the wrist and transfer of force through the carpal bones. This is a
disadvantage to the learner user as the carpal bones have not ossified and growth plates
create voids between the bones. The Dozuki allows the user to control the saw using tenons
and ligaments, elements that are already fully strengthened and functional at the students'
stage of development.

5.3

RECOMMENDATIONS

This thesis recommends that MTW classes should move away from the traditional tenon
saw in favour of the more suitable Dozuki. This does not mean that the Dozuki is superior in
every way to the tenon saw, but that for the learner tool user the Dozuki is more
appropriate.
In the event of a school moving away from the conventional tenon saw in favour of the
Dozuki, this should be done at the beginning of the student's education so they do not have
prior experience of the tenon saw, which can be detrimental to establishing correct use of
the Dozuki.
On the implementation of the Dozuki as the de facto handsaw in the classroom, this thesis
suggests that the school purchase Dozuki blades in bulk, which could be sold on to the
students individually. This will ensure that each student can take ownership of their
psychomotor learning while also reducing the likelihood of damage to the saw due to
inappropriate use or poor maintenance.
As the Dozuki blades are instantly replaceable, the school may choose to keep the handles
for the saws in the classroom for all students to use, while the individual student's blade
attaches to a communal saw handle when needed.

5.4

FURTHER INVESTIGATION

One of the accidental findings of this thesis was that pain and discomfort when using a tool
is under-reported by learner tool users. This thesis recommends that further research be
undertaken to examine the learning experiences of learner tool users to ensure that
students are not subject to pain or discomfort when learning how to use tools in the
woodwork room.
From interviews carried out with MTW teachers, one of the concerns of the teachers was
that given the aggressive appearance of the Dozuki; that it resembles a sword, students
would be more inclined to behave in a dangerous fashion in the classroom. This thesis
recommends that further research be undertaken to analyse health and safety in relation to
behaviour management in the classroom.

Due to the concerns raised by MTW teachers during the interviews, this thesis recommends
that the Japanese saw would be introduced to first years only to trial the new tool in the
classroom. As the procedure for using the Dozuki differs to that of the tenon saw, students
with experience using the tenon saw may have difficulty transferring their recently acquired
skills over to the pull saw.