@article {257,
	title = {FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {216-223 },
	abstract = {The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers{\textquoteright} integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn{\textquoteright}t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.},
	keywords = {home economics, integration, Mathematics, Natural Sciences, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.216},
	url = {http://oaji.net/articles/2014/987-1419168132.pdf},
	author = {Gregor Torkar and Verena Koch}
}
@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}
}
