@article {161,
	title = {A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {185-192},
	abstract = {The researcher education course for undergraduate engineering students has been developed in the Department of Process and Environmental Engineering at the University of Oulu. The course familiarizes students to research and researcher{\textquoteright}s work and aims to encourage them toward a research career. The approach of the course is unique in the field of engineering education in Finland. In this paper, the establishment of the course is discussed in the light changing targets and requirements of higher engineering education. Further, the course development from contact lecturing toward distance education is described. Finally, the possibility to use new and more versatile learning methods together with the traditional lecturing methods is considered based on the feedback given by the students.},
	keywords = {distance education, distance learning environment, engineering, researcher education course, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720206.pdf},
	author = {Mika Huuhtanen and Jenni Yl{\"a}-Mella and Eila Jeronen and Riitta L. Keiski}
}
@article {110,
	title = {SCIENCE SUBJECTS CHOICE AS A CRITERION OF STUDENTS{\textquoteright} ATTITUDES TO SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {74-85},
	abstract = {The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. 
In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. 
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.},
	keywords = {attitude to science, differences, gender, natural subjects, survey},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214474.pdf},
	author = {Janis Gedrovics and Ingvar W{\"a}reborn and Eila Jeronen}
}
@article {66,
	title = {DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {24-33},
	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.},
	keywords = {professional conceptions, professional development, reflection, school practice, strategies of student teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419388.pdf},
	author = {Eila Jeronen}
}
@article {72,
	title = {GEOGRAPHY AND BIOLOGY AND TEACHER EDUCATION IN FINLAND},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {5-14},
	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 University of Oulu. The study reported here is a qualitative case study. The resultant data is based on reflective diaries written by 74 student teachers in 1998-2003. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, the programme of the geographical and biological teacher education in the University of Oulu creates a good basement for the development of teacher identity and for acting as a teacher.
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.},
	keywords = {biology, education process, geography, integration, school practice, subject didactics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420043.pdf},
	author = {Eila Jeronen}
}
