Ympäristöaiheet suomalaisissa uskonnon ja elämänkatsomustiedon oppikirjoissa

Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.Peer reviewe

Ilmastokasvatuksen polkypyörämalli: mallin esittely ja arviointi

This article presents and evaluates a model made for climate change education - the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and other emotions, and operational barriers. In this study, the model is also evaluated by climate education researchers and educators. The evaluation was done through documented group discussions and an electronic questionnaire. The findings suggest that the model is useful in developing climate change education policy, research and practice. The findings also give insight into expert's perceptions on climate education. Finally, the article discusses how this model could be developed further.Peer reviewe

Pirullisen ongelman äärellä – Kokonaisvaltaisen ilmastokasvatuksen malli

Peer reviewe

Lectio praecursoria: Ympäristö ylittää oppiainerajat : Arvolatautuneisuus ja monialaisuus koulun ympäristöopetuksen haasteina

Non peer reviewe

Lectio praecursoria: Ympäristö ylittää oppiainerajat : Arvolatautuneisuus ja monialaisuus koulun ympäristöopetuksen haasteina

Non peer reviewe

Ympäristöaiheiden tieteidenvälisyys yleissivistävän opetuksen haasteena aineenopettajien näkökulmasta

Ympäristö on kompleksinen opetuksen aihe, joka ulottuu usean oppiaineen alueelle. Oppiaineittain järjestetty kouluopetus ei kuitenkaan automaattisesti tue tieteidenvälistä ajattelua. Kuvaan artikkelissani ympäristöaiheiden integroimista opetukseen sekä siihen liittyviä haasteita. Tarkastelen aihetta tieteidenvälisyyden ja kriittisen ajattelun käsitteiden kautta; historian, yhteiskuntaopin, uskonnon ja elämänkatsomustiedon aineenopettajien haastatteluiden avulla.Peer reviewe

Ympäristö- ja kestävyyskasvatus osana ainedidaktiikkaa

Non peer reviewe

Exploring environmental value action gap and education research: A semi-systematic literature review

Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-systematic review of published literature which explicitly brings together value-action gap thinking and environmental education research. Our findings reveal that major areas of focus across this literature are either on the role of specific pedagogical approaches or broader policy and institutional structure. Based on our analysis of the literature, we suggest five priorities for future research. This includes research which contextualises educational visions within existing curricula, research which examines intergenerational learning, research which considers possibilities for collective action, research which studies a greater diversity of global locations, and research which examines the whole school approach