@article {1003,
	title = {PRIMARY SCHOOL STUDENT TEACHERS{\textasciiacute} CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {In schools, classroom talk is often dominated by teachers{\textasciiacute} lecturing or asking closed questions followed by teachers{\textquoteright} evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students{\textasciiacute} views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers{\textquoteright} lessons {\textendash} a total of 14 lessons of five student teachers {\textendash} were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.},
	keywords = {authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.37},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199765},
	author = {Matti Hiltunen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Markus H{\"a}hki{\"o}niemi and Sami Lehesvuori and Pirjo Tikkanen}
}
@article {884,
	title = {TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS{\textquoteright} PERCEPTIONS ABOUT MEDICINE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {82-98},
	abstract = {Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students{\textquoteright} (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students{\textquoteright} perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers{\textquoteright} and teacher educators{\textquoteright} knowledge about the challenges of medicine education both in teacher education and in schools.},
	keywords = {health education, medicine education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.82},
	url = {http://oaji.net/articles/2014/457-1420361404.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Katri H{\"a}meen-Anttila and Kirsti Vainio and Tuula Keinonen}
}
@article {832,
	title = {ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {22-38},
	abstract = {The purpose of this study was to clarify sixth graders{\textquoteright} (aged 12-13, N=87) perceptions about environmental problems and environmental responsibility. Four classes from two Finnish primary schools participated in the study. In the first case (n=62) which focused more on perceptions about environmental problems, the data was collected using a questionnaire. It was found that sixth graders perceived the most important environmental problems as being littering, pollution, climate change, and how much we waste. Pupils also highlighted environmental responsibility. Their answers revealed a wide range of ways for protecting the environment such as recycling, sorting, and favoring the use of environmentally cleaner vehicles. The second case more closely examined responsibility for the environment; with the aid of a picture/image to stimulate their perceptions, pupils were able to recognize environmental problems. The data comprised of writings in connection with the image (n=25) and interviews (n=12). Pupils were categorized into four groups according to their perceptions about responsibility: environmental citizens, daily active persons, free riders and disinterested persons. Environmentally responsible behavior in sixth graders was most significantly influenced by the home, being dependent upon which action model of sorting and recycling was in use there. Both data collection methods supported each other, providing similar results. The sixth graders were not only well aware of environmental problems, they were also committed to take the environment into account and act in an environmentally friendly way. In conclusion, sixth graders{\textquoteright} environmental education could include discussion about actions on behalf of the environment, but additional sensitization towards the environment is still needed for some pupils.},
	keywords = {environmental education, environmental problems, environmental responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.22},
	url = {http://oaji.net/articles/2014/457-1420054023.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Laura   Haukipuro and Anna-Maija   Rummukainen and Tuula Keinonen and Heikki   Simola}
}
@article {773,
	title = {HOW DO ANIMALS SPEND THE WINTER? A FINNISH STUDY ON THE USE OF VEE HEURISTICS IN A BIOLOGY UNIT FOR EIGHTH GRADERS},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {69-90},
	abstract = {The purpose of this study was to describe the eighth graders{\textquoteright} (N=92) biology learning process and the use of Vee heuristics in six Finnish secondary school classes (age 13-14 years). The teaching unit {\textquotedblleft}How do animals spend the winter?{\textquotedblright} had an inquiry-based approach by using Vee heuristics. Part of the learning took place in the local Science museum. In this study, Vee heuristics consisted of ten questions related to three different phases; the planning, implementation and evaluation phases. In the planning phase, pupils were interested in animals{\textquoteright} nutrition and external features. In the evaluation phase, pupils made broader generalizations about animals{\textquoteright} behavioural and structural adaptations to winter. They compared, contrasted and evaluated the environmental effects on the ways in which animals have adapted to winter and highlighted the biotic elements in the winter ecosystem. In the planning phase, pupils had multiple goals in their value claims and they reported a sense of independence and dedication during the learning process. Results indicate that Vee heuristics could be considered to be a tool for improving the learning process in pupils. In biology it encouraged learning for understanding, engagement, enjoyment, independence and self-efficacy.},
	keywords = {biology education, environmental education, secondary school, winter ecology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.69},
	url = {http://oaji.net/articles/2014/457-1413729111.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen}
}
@article {666,
	title = {UNIVERSITY STUDENTS{\textquoteright} INFORMATION SOURCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT ISSUES AND THEIR PERCEPTIONS OF ENVIRONMENTAL PROBLEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {93-104},
	abstract = {Mass media consumption has expanded from traditional mass media {\textendash} television broadcasting, newspapers, radio - into new media, such as the Internet. Information about environmental issues such as global warming, water and air pollution and other environmental problems, comes mainly from the media. In Finland nowadays the Internet is generally the most important source of news for young people. The media has also been used in a variety of ways relating to education for sustainable development. In the survey, education for sustainable development, students{\textquoteright} opinions were asked on 73 items concerning different dimensions of education for sustainable development. This study focuses on two of these items: how university students from different disciplines get information about education for sustainable development issues and which environmental problems they perceive as being the most important. It was found that although students get information about education for sustainable development issues mainly from television and newspapers almost an equal amount comes from the Internet, and lectures are the fourth source of information. Students perceived climate change and the lack of clean water as being the most important environmental problems, the second was the decrease in biodiversity and the least important, malaria. Those students whose information source was mainly television did not perceive biodiversity as being that important environmental problem.},
	keywords = {education for sustainable development, environmental information sources, environmental problems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.94},
	url = {https://oaji.net/articles/2014/457-1408437462.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {561,
	title = {BLOGGING TO SUPPORT INQUIRY-BASED LEARNING AND REFLECTION IN TEACHER STUDENTS{\textasciiacute} SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {73-84},
	abstract = {This study aims to clarify primary school teacher students{\textquoteright} experiences about the use of blogs in the context of a science course which includes collaborative inquiry-based approaches and a field trip. Teacher students were asked to design and conduct a small inquiry and report the phases of the process in a blog and then write their ideas about inquiry-based teaching and learning in it. The inquiry process was loosely scaffolded by linking the blogs together. The students were also asked to fill in a questionnaire of technological pedagogical content knowledge (TPACK), in order to acquire insight into their views on the scaffolding needed for their own inquiry process, as well as the role of scaffolding in the inquiry method in primary school. The findings showed that after discussing them with each other, teacher students were able to formulate personally meaningful problems for their investigation. Teacher students investigated multidisciplinary elements and learned about different phases of the inquiry and the blogs enabled them to follow the process of others. Teacher students{\textquoteright} information retrieval and processing skills developed through out the inquiry and aided them in other teacher education courses, also giving them a firm foundation and confidence in accessing and applying information as life-long learners.},
	keywords = {biology, inquiry learning, teacher students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.73},
	url = {https://oaji.net/articles/2014/457-1406540688.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Teemu  Valtonen and Tuula Keinonen}
}
@article {523,
	title = {FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {72-83},
	abstract = {In a country like Finland, there has been intensive discussion on the use of forests. Forest has a special meaning for Finnish people and also a significant role in comprehensive education. Teacher education should also focus on forest{\textquoteright}s role in students{\textquoteright} life. This study describes one approach which could include forest issues in teacher education. Teacher students{\textquoteright} (N=117) perceptions of forest and their relationship to it is discussed in the context of this course. The data has been collected by a questionnaire which the students filled in partly before and partly after their visit to the forest. They were asked to explain their relationship to forest and how they view its use in their future life and teaching profession. For most of them, forest is important. The main reasons for students to visit forests were to seek tranquility and recreation, physical exercise, and to collect berries and mushrooms. In their future profession, they said that they would generally be willing to make different kinds of trips to forests, and be there in order to learn everyday living skills as well as values.},
	keywords = {forest perceptions, learning environment, relationship with forest},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939900},
	author = {Sinikka  P{\"o}ll{\"a}nen and Tuula Keinonen and Petteri  Vanninen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {354,
	title = {PRIMARY SCHOOL TEACHER STUDENTS{\textquoteright} PERCEPTIONS OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {27-35},
	abstract = {Technology education in the Finnish comprehensive school is an integrated subject, {\textquotedblleft}Technology and the Individual{\textquotedblright} being one of the cross-curricula themes. It is accepted that students{\textquoteright} conceptions are related to their teachers{\textquoteright} conceptions. From the viewpoint of primary technology education and the development of primary teacher education, it is important to know teacher students{\textquoteright} perceptions of technology and technology education. This study focuses on how primary teacher students think about technology. Results showed that teacher students understand technology from quite a limited perspective, thinking that technology in their everyday life is mostly based on domestic appliances, computers and mobiles. Although the teacher students{\textquoteright} perceptions of technology were limited, their overall experiences towards it were positive. After the cross-curricula course, they viewed technology more broadly, understanding e.g. the history of technology, technological responsibility and its impact at the individual, social and global level. Emphasis was placed on the teacher students{\textquoteright} abilities to apply technology and use it with their pupils in their future teaching profession. Despite limitations, the study provides insight into teacher students{\textquoteright} perceptions of technology and it also contributes for further understanding in the area of cross-curricula themes.},
	keywords = {primary education, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917102.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {411,
	title = {UNIVERSITY STUDENTS{\textquoteright} ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {54-63},
	abstract = {In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students{\textquoteright} argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.},
	keywords = {environmental education, higher education, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515358.pdf},
	author = {Tuula Keinonen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {212,
	title = {TEACHING ABOUT INTOXICATING SUBSTANCES IN PRIMARY SCHOOL: TEACHER STUDENTS{\textasciiacute} THOUGHTS ON THE SUBJECT},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {78-85},
	abstract = {Exposure to harmful substances such as alcohol, tobacco and drugs, is a danger and risk for the well being and health of children. The better children understand these dangers, the easier it is to avoid the adverse effects. Several studies have dealt with harmful substances and the well-being of young people. However, the role of formal, as well as informal education has not been studied as extensively. 
This paper presents the first preliminary results from a larger project. This project focuses on what and how toxicology is taught in Finnish schools and how children and young people get information about harmful compounds. The aim of the project is to create a better way of teaching toxicology in school. This paper reveals teacher students{\textquoteright} thoughts on the teaching of intoxicating substances in primary school. Teacher students wrote before their studies of module {\textquotedblleft}The Human being{\textquotedblright}. The result of the study shows that primary school teacher students thought that teaching which relates to intoxicating substances, should be neutral and based on facts. We believe that the preliminary results of this study will be useful in improving the teaching of intoxicating substances in teacher education.},
	keywords = {intoxicating substances, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408652.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Risto Juvonen}
}
