Teaching Methods in Science Subjects: Promoting Sustainability

This book offers ideas of pedagogical content knowledge and subject content knowledge, especially for mathematics and science teachers and teacher educators. Curriculums and subject content knowledge change from time to time. The methodological and other pedagogical ideas presented in this book offer valuable support for teaching, studying and learning processes concerning sustainability and sustainable development in higher education and in schools

The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education

Geography education can facilitate learners' critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation to upper secondary school students (n = 21) and following the dramatic arc. The study produces examples of different developmental pathways of upper secondary school students' argumentation during the geography course. In this qualitative case study, the data were collected from learning diaries and analyzed using content analysis following ARRA-analysis (Analysis of Reasoning, Rhetorics and Argumentation), which is based on Toulmin's argumentation model. The results indicated that most of the students developed justified arguments and composed clear claims and relevant rhetorical modes such as qualifications, rhetorical questions and rebuttals. Justification categories that were mainly used were backings, grounds and warrants. However, some students had difficulties in recognizing the main claim and arguments. The students developed their argumentation skills following the dramatic arc. They possessed the prerequisites for argumentative reasoning and writing but needed further practice in analytical and critical writing.Peer reviewe

The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education

Geography education can facilitate learners' critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation to upper secondary school students (n = 21) and following the dramatic arc. The study produces examples of different developmental pathways of upper secondary school students' argumentation during the geography course. In this qualitative case study, the data were collected from learning diaries and analyzed using content analysis following ARRA-analysis (Analysis of Reasoning, Rhetorics and Argumentation), which is based on Toulmin's argumentation model. The results indicated that most of the students developed justified arguments and composed clear claims and relevant rhetorical modes such as qualifications, rhetorical questions and rebuttals. Justification categories that were mainly used were backings, grounds and warrants. However, some students had difficulties in recognizing the main claim and arguments. The students developed their argumentation skills following the dramatic arc. They possessed the prerequisites for argumentative reasoning and writing but needed further practice in analytical and critical writing.Peer reviewe

Conserve My Village—Finnish, Norwegian and Swedish Students’ Valued Landscapes and Well-Being

In the context of landscape, both the natural environment and the built environment can be linked with human health and well-being. This connection has been studied among adults, but no research has been conducted on young people. To fill this gap, this case study aimed to elucidate students’ views on landscapes worth conserving and the landscapes that affect and support their well-being. The participants (n = 538) were Finnish, Norwegian and Swedish students from grades 3–6. The students drew the landscapes they wanted to conserve. The drawn landscapes and the welfare-supporting features they contained were analysed using inductive and abductive content analyses. The students from all three countries preferred water, forest and yard landscapes. In the drawings of natural landscapes, the most recurring themes were sunrise or sunset, forest, beach and mountain landscapes. Physical well-being was manifested in the opportunity to jog and walk. Social well-being was reflected in the presence of friends, relatives and animals. Therapeutically important well-being-related spaces—the so-called green (natural areas), blue (aquatic environments) and white (e.g., snow) areas—were also depicted in the participants’ drawings. It can be concluded that the drawn landscapes reflect several values that promote students’ well-being.</p

School Culture Promoting Sustainability in Student Teachers’ Views

School culture includes values, principles, and criteria. It is an integral part of sustainabil- ity education, of which climate change education (CCE) is seen as a way to improve students’ ability to take action to mitigate climate change. This survey aimed to investigate Finnish student teachers’ views of factors important in implementing CCE in school culture and their abilities as teachers to promote CCE. Thirty-six student teachers wrote essays regarding the implementation of school cul- ture and responded to a questionnaire concerning their ability to act as climate change (CC) educa- tors and the challenges they identified in teaching and learning about it. Inductive content analysis was used to study the essays. In student teachers’ answers, six themes to implement in school cul- ture were identified: elements, work community, teacher’s impact, students in the centre, actors outside the school, and challenges. The student teachers highlighted challenges, such as views that deny CC and challenge the transformation of school culture to support sustainable development. The suggested ways to support CCE in daily school life that were very concrete, such as recycling and food education. Student teachers found their own ability to act as climate educators to be rela- tively good. They identified challenges, especially in motivating students to learn about CC and to participate and take action towards a climate-friendly lifestyle. Students’ conflicting attitudes, val- ues, and beliefs related to CC, reinforced by their inner circle, were seen as challenges in teaching and learning about CC. Despite these challenges, transforming a school culture to support CCE should be the goal of every school.</p

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases.The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity. </p

Teaching and Learning Methods in Geography Promoting Sustainability

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.</div

‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve

The primary aim of this qualitative study was to identify the landscapes that 7−12-year old Mexican students (n = 440) would like to conserve by analysing their drawings. Another aim was to determine the environmental relationship and environmental values of 5th and 6th graders (n = 152) by studying their texts. The data were analysed using mixed methods. In this study, landscape is understood as a visual experience of the environment, comprising the visible features of an area. Based on the results, all of the three main landscapes—nature, social and built—were deemed worth conserving. Beyond students’ immediate environment, the polar regions, North America, Australia and Africa were mentioned; Europe and Asia were not. The landscape drawings were realistic and carefully made, and the descriptions attached to them were clearly written. The environmental approach was mainly humanistic, and aesthetic values were appreciated by both genders. Utilitarian values were mentioned more often by boys than girls. The students’ descriptions reflected their environmental relationship, e.g., concern about nature, showing causal relationships, appreciation and affection. Concern or worry was often accompanied by the mention of human’s responsibility in the students’ texts, but they seldom considered their own activities in relation to the environment. The students depicted threats to nature, but they externalized themselves from the mechanisms threatening nature. In addition, they did not show familiarity with natural processes and scientific terminology. The study reveals that it is not only theoretically important to have distinct values, but these also need to be recognized by individuals. If the humans’ pro-environmental actions are to be promoted through education, it is important to study students’ values, as they may be important barriers to behavioral change. As students showed concern about preserving nature, teachers can discuss environmental values and different ways to take action and make changes with them, in order to avoid anxiety.</div

Primary School Student Teachers’ Perceived and Actual Knowledge in Biology

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge between these cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum. </p

Tutkimuksesta luokkahuoneisiin

Digitaaliset opetusmenetelmät on otettu käyttöön lyhyessä ajassa, vaikka niiden soveltuvuutta biologian opetukseen ja oppimiseen on tutkittu vähän. Kirjallisuuskatsauksen pohjalta selvitetään: a) Mitä digitaalisia opetusmenetelmiä tarkastelluissa artikkeleissa biologian opetuksessa käytetään? b) Mitä biologisia aiheita niiden avulla opiskellaan? c)  Mitä tukea ja hyötyä digitaalisista opetusmenetelmistä on biologian oppimiselle? d) Mitä tiedon ja ajattelun tasoja biologian oppimista tukevat menetelmät kehittävät? Kansainvälisissä sarjoissa 2000-luvulla julkaistut 10 biologian oppimista painottavaa artikkelia tutkittiin sisältöanalyysillä. Eniten käytettyjä digitaalisia opetusmenetelmiä olivat virtuaalinen kenttäretki, laboratorio ja oppimisohjelma. Aiheet vaihtelivat lajintunnistuksesta biologisiin ilmiöihin. Oppimista tukivat vuorovaikutteisuus, liikuteltavuus ja turvallisuus. Digitaaliset opetusmenetelmät kehittivät oppijoiden yksilöllistä tiedon hallintaa ja ajattelua etenkin asiatietojen ja käsitteiden osalta. Tulokset puoltavat digitaalisten opetusmenetelmien sisällyttämistä biologian opetussuunnitelmiin ja opetukseen