In
the
At
teacher education in the
In the
curriculum of teacher education, the
basic level consists of 25 credit points and is divided to three
modules:
Nature environment (9 credit points), Pedagogical and psychological
environment
(8 credit points) and Social environment (8 credit points). In the
Nature
environment module, the students investigate environmental threats by
problem-based learning using traditional methods, Internet and distant
learning
environments during contact and distant learning periods. The aim is
to observe
and reflect attitudes and actions, and to understand the relationship
between
human beings and nature. In the Pedagogical and psychological
environment
module, the students investigate effects of human beings on nature.
Through
ethical discussions and aesthetic observations, they foster
sensitivity and
develop skills to observe environmental changes critically, and
willingness to
work for a better environment. In the Social environment module, the
aim is to
form an idea of an active citizen and attain readiness to participate
in social
decision-making. In all three modules, the students also study values
education
and problem-based methods and discuss how to teach environmental
topics at
different school levels.
The
intermediate level consists of 35 credit points, and its aim is that
students
familiarize themselves with the social and the political history of
environmental questions. All the courses at the intermediate level
include
contact lessons and distance work based on literature. The courses
are: History
in environmental research, Modern environmental research, Methodology
of
environmental research, Environmental awareness and environmental
politics,
Opportunities of environmental education, Environmental psychology,
Environmental philosophy and Seminar. Environmental psychology and
philosophy
are alternative courses. In the Seminar, students write a research
report on
the topic “People, nature and the environment”.
At the
advanced level, studies are 50 credit points. The students can choose
courses
in social studies or environmental pedagogy and in environmental
philosophy,
sociology or psychology. In addition to these courses, they have
literature
exams and a graduate thesis about an environmental theme
Evaluation is
goal-oriented, many-sided and situational at all levels and courses.
In
addition to a product-evaluation, process-evaluation involving all
participants
is used. The student teachers and teachers have been satisfied with
the
program. They have written in their study diaries and in their answers
to the
questionnaires, that the program is very useful and the ideas from it
suit both
individual and group learning in schools. During the course, they have
got a
more holistic and analytic conception of the environment. Their
sensitivity, awareness,
knowledge, readiness and responsibility have increased. And because
they have
understood how vulnerable the Northern nature is, they have changed
their
action in everyday life. They recycle more paper, glassware, plastic
ware,
batteries and waste than earlier, both at home and at workplaces. They
have
reduced consumption and they compost biowaste and save energy. They
are more
interested in environmental news and follow mass media more regularly.
They
have also participated more eagerly in decision-making in their own
village or
town. In schools, teachers have changed curricula, and environmental
education
has been included more carefully into teaching and learning processes
than
earlier.
During
the last ten years, student teachers
have also participated in international environmental projects (Table
5). The key aims of the
projects have been to promote the
European Dimension and the use of Information and Communication
Technology
(ICT) in schools and in teacher education across
Table
5. International projects in Environmental Education in teacher
education in
the Department of Teacher Education and Educational Sciences (Areas
of Research)
|
These kinds projects change
the roles of
teachers and students. They open new kinds of possibilities for
interaction and
relationships between students and experts, deepening and broadening
teaching
and learning processes. Theoretical information is tied to interesting
and
illustrative problems through authentic examples. A student is not
anymore an
object for teaching; he or she is a subject that goes ahead from
simple to
complicated tasks under scaffolding guidelines of experts. Teachers,
for their
part, are facing a period of rapidly changing skill requirements,
rising
expectations, and high levels of investment, scrutiny and
accountability
(Simpson et al., 1999). A full and active role for the teacher
is
envisaged that involves the introduction and structuring of activities
for the
whole class, monitoring group activities, intervening with individuals
and
small groups and drawing the class together in a group discussion
where
appropriate (Hudson et al., 2001).
http://www.womenit.info/subproject3.php
WomenIT - Women in Industry and Technology 2001 - 2006 är ett av Uleåborgs universitet, Kajana universitetscenter planerat, administrerat och koordinerat utbildnings-, forsknings- och utvecklingsprojekt som finansierades av gemenskapsinitiativet Equal inom Europeiska Socialfonden (ESF). Projektet genomfördes åren 2001 - 2006 och dess syfte är att åtgärda arbetslivets indelning i könsrelaterade kvinnliga och manliga yrken och arbetsuppgifter. Tyngdpunkten i verksamheten var att stöda flickor och kvinnor i fråga om teknologi och teknologibranscher och uppmuntra dem att gå vidare i karriären.
Projektet WomenIT har som mål att på riksnivå och Europanivå påverka de strukturer och verksamhetsmodeller som upprätthåller indelningen i könsrelaterade yrken och arbetsuppgifter för män och kvinnor och samtidigt förorsakar ojämlikhet inom övriga områden i samhället. Verksamhetsmiljön för projektet WomenIT utgjordes av daghem, skolor, andra stadiets läroverk, yrkeshögskolor, universitet, företag och arbetsmarknadsorganisationer. Inom dessa organisationer verkade inalles drygt 40 olika klubbar och kurser, utbildnings-, forsknings- och utvecklingsaktiviteter. Verksamhetsområdet bestod huvudsakligen av regioner i Kainuu och Norra Österbotten samt Villmanstrand.
Projektet fördelades på tre delprojekt. Det första omfattade förutom projektets helhetskoordinering och styrning även forskning och utveckling samt produktion av material. Det andra delprojektet omfattade arbetslivssektorn och inom ramen för detta utarbetades modeller för nya metoder inom studiehandledning och yrkesvägledning, rekrytering, utbildning som syftar till omskolning, samt företagar- och ledarutbildning för kvinnor och flickor. Det tredje delprojektet som omfattade den pedagogiska sektorn och utbildningssektorn var inriktat på att utarbeta nya och bättre kurser i synnerhet i anslutning till naturvetenskaper och teknologi, att förbättra undervisningens innehåll och undervisningsmetoderna. Inom ramen för projektet företogs utvecklings- och forskningsarbete också i internationellt samarbete.
The work group is formed by partners whose operating environment is primary, lower or upper secondary school in the region of Kainuu.
Operating environment B is participated by the following partners:
The work plans of the partners include the development of technology and communications education as well as mathematical and natural sciences in the context of lower secondary and upper secondary schools. In the development work, they take the gender sensitive and desegregated point of view into consideration as well as sustainable development.
The common development tasks of work group B are:
1.
Methods of desegregated and gender sensitive
technology education in lower and upper secondary school context
2. Gender sensitive pedagogy and guidance
3. Development of gender sensitive natural sciences and mathematical
subjects (contents, methods)
4. Sustainable development
The work group consists of partners whose operating environment is
upper secondary school or secondary or higher level of vocational
training in the regions of
The participants of work group C are the following partners:
The work plans of the partners contain the development and support of mathematical and natural sciences subjects in the context of upper secondary and vocational training environment. In the development work, they take the gender sensitive and desegregated point of view into consideration as well as sustainable development.
The common development tasks of work group
1. Development of gender sensitive natural sciences and mathematical
subjects (contents, methods)
2. Gender sensitive pedagogy and guidance
3. Sustainable development
2)
Courses within the following non-degree programmes are open
for all international and Finnish students regardless of their own
field of study.
a) Scandinavian Studies Programme
http://www.oulu.fi/intl/scandi/index.html
Scandinavian Studies Programme is an introductory level programme that
has been developed in co-operation with The University of North Carolina
at Greensboro (UNCG),
b) Northern Nature and
Environment Studies
http://cc.oulu.fi/%7Ebiolwww/nne/
Northern Nature and Environment Studies, arranged by the Faculty of
Science, provides a solid introduction to the northern ecosystems and
their functioning, and the fauna, flora, vegetation as well as physical
and human geography of
Participants collect 10-30 credits (15-45 ECTS) from the different subject areas according to their own interests and periods of stay. Participants include both Finnish and European / American students (SOCRATES/ERASMUS, ISEP, NORDPLUS, TEMPUS exchange students)
The programme is intended for students who have studied for two years or more biology.
Participants collect 10-30 credits (15-45 ECTS) from the different subject areas according to their own interests and periods of stay. Participants include both Finnish and European / American students (SOCRATES/ERASMUS, ISEP, NORDPLUS, TEMPUS exchange students)
The programme is intended for students who have studied for two years or more biology.
In a special investigation in
The findings of this study indicate increased quantity of the
respondents
denying the importance of natural sciences as a whole, as well as
overt
difference between boys and girls in estimations of the importance of
natural
sciences.
Key words: attitude to science, natural subjects, gender, differences, survey.
(Journal of Baltic Science Education, JBSE 2006, 1(9), p. 74-85. ISSN 1648-3898.)Roles of subject teachers – Preconceptions of student teachers in Biology and Geography teacher education
Jeronen, E., Udd, K. & Jeronen, J.
Abstract. At the beginning of pedagogical studies, the development to become a teacher has started. The roles of the teacher and the student seem simple and straightforward, but to be a successful teacher, there are ambiguous areas in the relationship that one needs to define. This article aims to describe what kinds of conceptions on the roles of subject teachers the Biology and Geography student teachers have at the beginning of their pedagogical studies. The resultant data from this qualitative case study is based on essays about roles of subject teachers written by 98 student teachers in 2001-2005. The data was analyzed using inductive and deductive content analysis methods. Based on the results, the most important roles of subject teachers are “teacher” and “educator”. Ideas of supporting independent thinking skills, fostering autonomous action and avoidance of manipulation and indoctrination belong to the teacher role. Serving as a good model, guiding of social development of pupils, taking into account opinions of the pupils, teaching of respect for norms and creating positive learning environments are examples of an educator role emphasized by the student teachers. An “authority” teacher role was valued only by one tenth of the student teachers. No new roles were found in the research. However, when applying new curricula, especially in ICT education, teachers need new roles. If teacher educators want to support teachers, they must develop, use and emphasize strategies which support student teachers to adopt new teacher roles.
Key words: educational role, instructive role, authority role, pedagogical studies
http://www.helsinki.fi/sokla/ad2006/AD_ohjelma_abstraktit.pdf
Oppilaiden erityistarpeiden huomioonottaminen ympäristöopetuksessa – esimerkkinä karttaopetus.
Jeronen, E. & Kaikkonen, M.
Tiivistelmä
Tässä artikkelissa
käsitellään oppilaiden erityistarpeiden huomioonottamista
ympäristöopetuksessa
vuosiluokilla 1–6.
Artikkelin tarkoituksena on lisätä opettajien ympäristötietoisuutta ja
tarjota
virikkeitä kestävien toimintatapojen sisällyttämiseksi opetukseen.
Aluksi
tarkastellaan ympäristökasvatuksen ja kestävän kehityksen välisiä
suhteita.
Sitten selvitetään käsityksiä siitä, miten erilaiset oppilaat ja
heidän
erityistarpeensa voidaan ottaa huomioon luonnontieteissä. Sen jälkeen
kuvataan
Oulun normaalikoulun 1–6
vuosiluokkien opetussuunnitelman pohjalta tapahtuvaa
ympäristökasvatuksellista eriyttämistä ympäristö- ja luonnontiedossa
sekä
biologiassa ja maantiedossa esimerkkinä karttaopetus. Lopuksi
pohditaan, miten
oppilaiden erityistarpeet voitaisiin ottaa huomioon kestävään
elämäntapaan
suuntaavassa ympäristö- ja luonnontiedon sekä biologian ja maantiedon
opetuksessa.
(Teoksessa:
Tutkimusperustainen opettajankoulutus ja kestävä kehitys. Ainedidaktinen symposiumi 3.2.2006 Helsingissä. Käsiohjelma
ja abstraktit. 58. Soveltavan
kasvatustieteen laitos, Käyttäytymistieteellinen tiedekunta. Helsingin
yliopisto: Yliopistopaino.)
Young
People´s Values and Geographical
Education in an
Abstract.
Keywords:
Education
for sustainable development, ethical education, views of the world,
curriculum development.
(The 2006 Symposium on Geographical Education of the
International
Geographical
Research attitude and ethics-conceptions of engineering students
Eila Jeronen,
Esa Turpeinen, Mika Huuhtanen, Jenni Ylä-Mella, Riitta Keiski
Effective Practices in Distance
Education in Upper Secondary Level Geography in
Jeronen, E.
& Anttila-Muilu, S.
Abstract. During the last decade, there have been large changes
in the society and the school system in
Key words: multiform teaching, net-based learning environments,
geography education
Om begreppsförståelse inom naturvetenskapliga
ämnen i Lettland, Sverige och
Gedrovics, J., Jeronen, E. & Kuusela, T.
Under forskningsvistelse som s.k. Visbystipendiat i Sverige (1997-1998) genomförde en av författarna (JG.) pilotundersökningen i några skolor i Sverige, Finland och Lettland med antalet av deltagande elever motsvarande 240, 89 och 250 personer. I höstterminen 2004 och i januari 2005 genomfördes upprepade undersökning med 95 svenska, 315 finska och 390 lettiska elever som läser år 9 och gymnasiekurs-2. Enkäter bearbetades med NSDStat och SPSS (12.0.1.) programmen.
Huvudproblemen
i båda undersökningsfaser var elevernas förståelse över kemiska
reaktioner och fysikaliska förvandlingar, samt några komplicerade
problem t.e. koldioxid i atmosfären, växthuseffekten, korrosion osv.
Förutom dessa naturvetenskapliga och didaktiska frågor, analyserade
man också elevernas attityder mot naturämnena, samt deras
naturvetenskapliga outdoor activities (experiment
utanför skolan, informationssökande i ämnet).
Det
finns fortfarande stora brister i förståelse över skillnader mellan
kemiska och fysikaliska förvandlingar, även om just dessa kunskaper
spelar en viktig roll vid inlärandet av kemi. Förståelse över
betydelse av koldioxid i atmosfären har förbättrat, särskilt bland de
lettiska eleverna. Samtidigt minskades däremot antalet av rätta svar
över metallkorrosionen.
I
alla tre länder minskades antal av de eleverna, som hade skrivit sina
egna förklaringar om de krävdes. Det fanns också större antal av
förklaringar utan något analys än tidigare. Dvs. eleverna grundade
deras svar mera på gissning än vetskap. Flera elever än tidigare
visade inte något intresse för naturvetenskapen. Det sistnämnda
påståendet framträdar även som resultat kring elevers tankar på
obligatoriska ämnen i skolan: de flesta eleverna ser inte naturämnena
som viktiga.
Jämförande pilotundersökningar mellan olika länder tillåter att förstå bättre hurdana attityder mot naturvetenskapen elever har och varför deras positiva attityder visar ständig minskning och försämring. Kanske på det viset kan man finna på medel att lösa didaktiska problemer.
(In: Det 8. nordiske
Forskersymposium om undervisning I naturfag. Naturdidaktikkens mange
facetter. 30. april til 3. maj 2005. Session F, locale V, Aalborg
Seminarium,
2004:
ISSN
1648-3898. 2004, No. 2 (6)
https://www.jbse.webinfo.lt/2004,_no_2(6)2.htm
JOURNAL
OF BALTIC SCIENCE EDUCATION
GEOGRAPHY
AND BIOLOGY AND TEACHER EDUCATION IN
Abstract. Since 1990 the Finnish society, the school system and
the teacher education have strongly changed. The aim of the article is
to discuss what kind geographical and biological teacher education has
been and how it is nowadays in the
The most of the reflections in study diaries concerned the subject
education. This is understandable for the student teachers wrote their
thoughts about modules in connection of subject education. Based on
the study diaries of the geographical and biological student teachers,
there seems to be a gap between theory and practice, especially
between the educational sciences and the other parts of the
pedagogical studies. The bridges both between educational sciences and
subject education and subject education and the school practice seem
to be quite strong. The educational sciences form the theoretical
framework for the wholeness of the pedagogical studies. Therefore it
is natural that it is more theoretical than the subject education and
school practice are. However, we must try to find ways to link the
educational studies more tightly to the other parts of the pedagogical
studies. Otherwise there is a danger that student teachers reject the
theory as a base of their profession.
Key words: education process, integration, geography, biology, subject didactics, school practice.
ISSN
1648-3898. 2004, No.1(5)
https://www.jbse.webinfo.lt/2004,_no__1(5).htm
JOURNAL OF BALTIC SCIENCE EDUCATION
Eila Jeronen
Department of Educational Sciences and Teacher
Education,
Abstract. The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.
Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.
Key words: professional development, professional conceptions, strategies of student teachers, school practice, reflection.
Abstract. The study described in this article is a part of the
work focused on a website called HERO(DOT)eNews – European
environmental news. The project brings together partners from
Jeronen, E., Donert, K. &
Madarász, B.
2004. HERO(DOT)eNews in supporting
citizenship education. One Earth – Many
Worlds, IGC-UK 2004
Herodot Thematic Network for Geography Teaching and Learning:
http://www.zgis.at/herodotnet/info/database.asp?Section=PublicationsEthical Conceptions of Undergraduate Students on Research and Acting as a Researcher – A Case Study in Process and Environmental Engineering Education.
Jeronen, E., Ylä-Mella, J., Turpeinen, E., Huuhtanen, M. & Keiski, R. L.
(In:
F. Malpica, F. Welsch, A. Tremante, M. Chang & Y-T. Hsia (Eds.)
EISTA´04, International Conference on Education and Information
Systems: Technologies and Applications. July 21 – 25, 2004,
Refereed version in: EISTA´05, EISTA '04 Volume
III, APPLICATIONS OF INFORMATION
AND COMMUNICATION TECHNOLOGIES IN EDUCATION AND TRAINING. http://www.confinf.org/eista05/pastproceeding/contents.asp?id_volumen=3&action=1&id_conference=5&vpart -
)
Research Methodology and Ethics – Researcher Education for Undergraduate Students in the Process and Environmental Engineering Study Programmes.
Jeronen, E., Keiski, R. L., Huuhtanen, M., Turpeinen, E. & Ylä-Mella, J.
( In:
2004:
Ympäristöuutiset opetuksessa – Hero(dot)eNews-ympäristö ympäristökansalaisuuden tueksi.
Jeronen, E., Niemelä, S-K. & Pajunen, A.
(In: R. Mietola & H. Outinen
(toim.) Kulttuurit, erilaisuus ja kohtaamiset. Kasvatustieteen päivien
2003 julkaisu. ISBN 952-10-1621-3. Helsinki 2004.
http://www.helsinki.fi/ktl/julkaisut/ktp-2003/osa5.pdf)
Ympäristökasvatus ja kestävä kehitys biologian opetussuunnitelmissa ja opetuksessa Italiassa ja Itävallassa.
Jeronen, E., Niemelä, S-K. & Pajunen, A. 2004.
(Teoksessa: Eurooppalainen
ulottuvuus, Ainedidaktiikan symposiumi 6.2.2004 Helsinki. University
of Helsinki. (Refereed)
http://www.malux.edu.helsinki.fi/okl/tutkimus/ad2004/ )
Books
Eloranta, V., Jeronen, E. & Palmberg,
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rakenteen ja toiminnan tuntemuksesta perusasteen oppilailla:
poikittaiskartoitus luokilla 5, 7 ja 9. (Students´conceptions
of human anatomy and physiology in the 5th, 7th and 9th forms.) Pro
gradu -tutkielma. Kasvatustieteiden
ja opettajankoulutuksen yksikkö, Oulun yliopisto, Oulu. 59 s., 3
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Supperi, H. 2005.
Limingan Maankohoamispolun kehittäminen ja soveltuvuus opetuskäyttöön.
(Nature trail of Landuplift in Liminganlahti)Pro gradu -tutkielma.
Maantieteen laitos, Oulun yliopisto, Oulu. 89 s., 3 liitettä.
Laatikainen, R.
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forms.) Pro gradu -tutkielma. Maantieteen
laitos, Oulun yliopisto, Oulu. 63 s., 5 liitettä.
Lamberg, K. 2005.
Geologiaa perusopetuksessa – Onko sitä? Geologian oppisisällöt
perusopetuksen 3-6 vuosiluokkien ympäristö- ja luonnontiedon
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opettajankoulutuksen yksikkö, Oulun yliopisto, Oulu. 93 s., 6
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Ihantola, H.
2004. Pohjois-Amerikan elinkeinojen kuvaus suomalaisissa maantiedon
oppikirjoissa 1921-1960. (Descriptions
of Livelihoods in Finnish Geography textbooks in 1921-1960.) Pro gradu
-tutkielma. Maantieteen laitos, Oulun
yliopisto, Oulu.
Lehto, Maria.
2004. ‘Luonto on osa seutua.’ –
Luontokoulutoimintaan osallistuneiden lasten käsityksiä luonnosta. (Conceptions of nature school
students about nature.) Pro gradu-työ. Kasvatustieteiden ja opettajankoulutuksen yksikkö, Oulun
yliopisto, Oulu.
Paananen, Hanna.
2004. Mitä maantieto on? – Perusasteen yhdeksäsluokkalaisten
käsityksiä maantiedosta. (Conceptions
of Geography of the 9th form students.) Pro gradu -tutkielma.
Maantieteen laitos, Oulun yliopisto,
Villanen, Heli (2005).
Pieniä ja suuria näkemyksiä Temmekseltä - Aikuisten ja lasten
elinympäristökokemusten vertailua. (Experiences of adults and
children about their living environment in Temmes.) Julkaisussa: Alanko, Anu ja Mäntysalo, Raine (toim)
(2005) Temmes. EkoSuKaT-tutkimushankkeen
väliraportti 2. Oulun yliopisto,
Arkkitehtuurin osasto, Yhdyskuntasuunnittelun laboratorio. Julkaisu C
92. Oulun yliopisto, Oulu, 103-130. (Jakelu: Oulun yliopistopaino,
URL: http://www.oulu.fi/yliopistopaino/julkaisumyymala.htm; saatavana myös pdf-muodossa, URL: http://herkules.oulu.fi/isbn9514276655).