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

Toxicity of Fatty Acid Autoxidation Products : Highest Anti-Microbial Toxicity in the Initial Oxidative Phase

Peer reviewe

Response to letter on use of functional imaging by 11C-metomidate PET for primary aldosteronism subtyping

Non peer reviewe

Conserve My Village&mdash;Finnish, Norwegian and Swedish Students&rsquo; 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&rsquo; 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&ndash;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&mdash;the so-called green (natural areas), blue (aquatic environments) and white (e.g., snow) areas&mdash;were also depicted in the participants&rsquo; drawings. It can be concluded that the drawn landscapes reflect several values that promote students&rsquo; well-being

Jatkuvuus ja muutos opettajankoulutuksessa

Teaching science at Finnish secondary school has been organised into two pairs of subjects, into physics and chemistry and into biology and geography. In our study, we investigated, the extent to which this bisection can also be observed in students’ attitudes towards science subjects in basic education. The study questions were 1) What differences in attitudes do the 9th graders have between learning physics, chemistry, biology and geography, 2) How are the science subjects grouped in students’ attitudes? Are they forming pairs such as physics and chemistry or biology and geography? 3) What issues do students experience as being pleasant/unpleasant when studying these subjects? The data were collected from Finnish 9th graders (n=167) using four questionnaires with exactly the same items. In the questions, only the subject towards which the attitudes were studied, varied in the four test versions. The questionnaires were based on the Colorado Learning Attitudes about Science Survey (CLASS), which we shortened and translated into Finnish. The results showed, that the 9th graders attitudes towards four science subjects have a lot in common. However, the attitudes towards physics and chemistry on the one hand and the attitudes towards biology and geography on the other were more similar to each other than the attitudes between other pairs of science subjects. </p

Conserve my village:Finnish, Norwegian and Swedish students’ valued landscapes and well-being

Abstract 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

Jatkuvuus ja muutos opettajankoulutuksessa

Tutkimuksen tarkoituksena on selvittää luokanopettajaopiskelijoiden (n = 189) käsityksiä fotosynteesistä ja kasvin energian ja ravinnon saannista. Kahden eri vuosikurssin toisen vuoden luokanopettajaopiskelijat vastasivat fotosynteesiin liittyviin kysymyksiin. Alkumittauksella kartoitettiin ennakkotietoja, minkä jälkeen opiskelijoilla oli mahdollisuus käyttää sähköistä oppimateriaalia, joka sisälsi tekstiä, käsitekarttoja, kuvia ja ydinasialistoja. Testi toistettiin heti opiskelutuokion jälkeen. Tulosten perusteella oppimateriaalin käyttö paransi merkittävästi opiskelijoiden vastauksia. Kuitenkin yli kolmasosalle luokanopettajaopiskelijoista jäi kasvin energian ja ravinnon saantiin liittyvä vaihtoehtoinen tai virheellinen käsitys vielä asian opiskelun jälkeenkin. Yleisimmäksi ei-tieteelliseksi käsitykseksi tässä tutkimuksessa nousi käsitys kasvista, joka ottaa energiansa tai ruokansa maaperästä (vedestä tai ravinteista). Näin ollen myös luokanopettajaopiskelijat tarvitsevat systemaattista luonnontieteen opetusta. </p