<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sinikka  Pöllänen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Petteri  Vanninen</style></author><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">forest perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">relationship with forest</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939900</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’s role in students’ life. This study describes one approach which could include forest issues in teacher education. Teacher students’ (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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">72-83</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sinikka  Pöllänen</style></author><author><style face="normal" font="default" size="100%">Leena  Vartiainen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A TEXTILE-BASED LEARNING GAME AS A DESIGN CHALLENGE: A LEARNING BY DESIGN PROJECT IN TEACHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning game</style></keyword><keyword><style  face="normal" font="default" size="100%">learning-by-design</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406576145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">33</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">High quality teachers and teacher education are the key components in meeting the challenges education has confronted over the past few decades. Thus, the focus in teacher education can no longer be on theory-based and lecturing-based pedagogy. This article describes one pilot-project in teacher education which may break down the traditional concept of a curriculum unit, disciplines, and knowledge-based and teacher-centred instructional strategies. This pilot-project was contextualized within the framework of learning-by-design. The students’ design challenge was to produce a textile-based learning game for teaching textile material knowledge at school. The idea of this article is to describe the produced learning game, the students’ learning process, and their experiences while playing the game with pupils. The data derives from artefacts, essays and portfolios from two craft student teachers. The project changed the learners’ practices: the students had to solve the design challenge; they needed different kinds of skills, multi-disciplinary knowledge, holistic thinking, information processing, critical evaluation and co-operation to support the activity. The produced learning game integrated different school subjects. Almost invariably, all the pupils liked to learn textile material knowledge through playing, the only thing the students would have altered was the size and the rules of the game.  
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-61</style></section></record></records></xml>