The document discusses a study on the relevance of the ChemistryLab Gadolin learning environment for various groups. The study used a qualitative case study method with surveys of 10 future teachers who worked as instructors at Gadolin. The main results were that Gadolin provided a relevant learning environment for future teachers, helping to develop their chemistry knowledge, teaching skills, and confidence in their career choice. Gadolin was also found to be relevant for visiting students, teachers and families by offering engaging chemistry activities, as well as for partner companies by allowing collaboration. The implications are that authentic experiential learning environments should have a larger role in teacher education.

1. Matemaattis-luonnontieteellinen tiedekunta
CHEMISTRYLAB
GADOLIN
AS A RELEVANT LEARNING ENVIRONMENT
FOR LIFELONG LEARNING
Maija Aksela & Johannes Pernaa
Chemistry Department, Faculty of Science
22/08/2017Maija Aksela & Johannes Pernaa 1

2. Matemaattis-luonnontieteellinen tiedekunta
CONTENT OF OUR
PRESENTATION
THE AIM OF STUDY
LUMA CENTRE FINLAND: CHEMISTRYLAB GADOLIN
RELEVANCE THEORY
METHODS
MAIN RESULTS
IMPLICATIONS
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3. Matemaattis-luonnontieteellinen tiedekunta
THE AIM OF STUDY
• To understand relevance* of the learning environment
Gadolin for
• (i) future teachers who are guiding visiting students in
Gadolin at the University of Helsinki,
• (ii) the visiting students,
• (iii) the visiting teachers,
• (iv) the visiting families and
• (v) for Gadolin’s 10 co-operating companies.
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* Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The
meaning of ‘relevance’ in science education and its implications for the
science curriculum. Studies in Science Education, 49(1), 13–4.

4. Matemaattis-luonnontieteellinen tiedekunta
LUMA CENTRE
FINLAND
• 13 LUMA CENTRES around
the Finland
• 8. LUMA Centre of the
University of Helsinki –
COORDINATION
• LUMA MOTTO: TOGETHER
WE ARE MORE!
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5. Matemaattis-luonnontieteellinen tiedekunta
CHEMISTRYLAB GADOLIN
IN LUMA ECOSYSTEM
LUMA
SCHOOLS, TEACHERS,
PUPILS, STUDENTS,
PARENTS
MINISTRY OF
EDUCATION
BUSINESS
SECTOR
MUSEUMS
PEDAGOGICAL
ASSOCIATIONS
MEDIA
TEACHER
EDUCATORS
RESEARCHERS
SCIENCE CENTRES
NATIONAL
BOARD OF
EDUCATION
TEACHER
STUDENTS
INTERNATIONAL
PARTNERS
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6. Matemaattis-luonnontieteellinen tiedekunta
CHEMISTRYLAB
GADOLIN
• Visit centre for schools by supporting
the goals of the school curriculum.
• Non-formal learning
• Research and development for new
pedagogical innovations
• e.g. thesis and publications
• Education centre for future teachers
and teachers at various school levels
• Collaboration centre with industry,
scientist, media and other partners
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7. Matemaattis-luonnontieteellinen tiedekunta
DETAILS AND
SERVICES
• Founded in 2008
• Over 24 000 visitors
• Free of charge for all schools
• Services
• Study visits based on Finnish national curriculum
• Clubs, camps and birthday parties
• In-service and pre-service training and webinars
• Material development and lending
• Academic research
22/08/2017Maija Aksela & Johannes Pernaa 7

8. Matemaattis-luonnontieteellinen tiedekunta
DESIGN-BASED
RESEARCH
• Research tool for
developing peda-
gogical innovations
• e.g. Veli-Matti
Ikävalko’s
PhD. Study: Novel
activities together
with industry
• Edelson, 2002
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9. Matemaattis-luonnontieteellinen tiedekunta
COLLABORATION
WITH BUSINESS
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10. Matemaattis-luonnontieteellinen tiedekunta
• Teacher students
are in active role in
LUMA activities and
collaboration with
schools and
companies as a part
of their teacher
program.
• Image: Future
chemistry teachers
in ChemistryLab
Gadolin.
A NEW MODEL FOR PRE-
SERVICE TEACHER EDUCATION
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11. Matemaattis-luonnontieteellinen tiedekunta
THE AIM OF STUDY
• To understand relevance* of the learning environment
Gadolin for
• (i) future teachers who are guiding visiting students in
Gadolin at the University of Helsinki,
• (ii) the visiting students,
• (iii) the visiting teachers,
• (iv) the visiting families and
• (v) for Gadolin’s 10 co-operating companies.
22/08/2017Maija Aksela & Johannes Pernaa 11
* Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The
meaning of ‘relevance’ in science education and its implications for the
science curriculum. Studies in Science Education, 49(1), 13–4.

12. Matemaattis-luonnontieteellinen tiedekunta
RELEVANCE THEORY
* Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013).
The meaning of ‘relevance’ in science education and its implications
for the science curriculum. Studies in Science Education, 49(1), 13–4.
22/08/2017Maija Aksela & Johannes Pernaa 12

13. Matemaattis-luonnontieteellinen tiedekunta
METHOD
• A qualitative case study with the help of a survey.
• The survey consisted of open-ended questions.
• Data was analyzed by theory-based content analysis.
• 10 future teachers, who took part in the research, worked as
instructors doing different tasks in the ChemistryLab Gadolin in
2017
• Instructors for visiting students, science clubs, camps & birthdays
• Planning and developing the taught material for visiting groups
together with teachers
22/08/2017Maija Aksela & Johannes Pernaa 13

14. Matemaattis-luonnontieteellinen tiedekunta
EXAMPLE: VOCATIONAL
RELEVANCE
Strengthened their vocational
selection and self-confidence
Knowledge of
chemistry increased
Strengthened their
pedagogical
content
knowledge (PCK)
”Has strengthened the feeling
that the profession that I have
chosen is really the one for me.
I feel like this work has
absolutely promoted my
growing as a teacher. It has
given me certainty in controlling
a group, in using different kinds
of teaching styles …”
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15. Matemaattis-luonnontieteellinen tiedekunta
MAIN RESULTS
• ChemistryLab Gadolin is a relevant learning
environment for future chemistry teachers from
the dimensions of individual, societal and
vocational relevance.
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16. Matemaattis-luonnontieteellinen tiedekunta
MAIN RESULTS
• Future chemistry teachers experienced Gadolin as a significant
learning environment that promotes their professional
development.
• knowledge of chemistry
• pedagogical content knowledge (PCK)
• strengthens their professional selection.
• It is experienced to increase a future teacher’s self-confidence
in working with different kinds of learners and in guiding
students towards inquiry, which is a central part of the nature of
chemistry.
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17. Matemaattis-luonnontieteellinen tiedekunta
MAIN RESULTS
• Future teachers experience working in the Gadolin as
significant and important also to teachers, all students and
families visiting the Gadolin.
• Gadolin’s co-operations with companies are seen as
increasing the societal significance of the ChemistryLab’s
operations for all visitors.
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18. Matemaattis-luonnontieteellinen tiedekunta
IMPLICATIONS
• Authentic, outside of school
learning environments in
chemistry have a central role
both engaging students in
chemistry as well as teachers’
lifelong learning.
• They should be more used
as a part of future teachers’
education.
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19. Matemaattis-luonnontieteellinen tiedekunta
REFERENCES
Affeldt F., Tolppanen S., Aksela, M. & Eilks, I. (2017). The potential of the non-formal educational sector for
supporting chemistry learning and sustainability education for all students – a joint perspective from two cases
in Finland and Germany. Chemistry Education Research and Practice,18, 13-25
Aksela, M. (2010). Evidence-based teacher education: Becoming a lifelong research-oriented chemistry
teacher? Chemical Education Research and Practice, 11(2), 84-91.
Aksela, M. (2016). Foreword. In a book: Promoting innovative and collaborative chemistry education through
evidence-based chemistry teacher education, LUMAT 1(3). http://www.lumat.fi/index.php/lumat-b
Aksela, M. & Ikävalko, V-M. (2016). How to promote relevant practical work through non-formal education? In
a book: Science Education Research and Practical Work. Ingo Eilks, Silvija Markic & Bernd Ralle (Eds.),
Shaker Verlag, Aachen 2016, pp. 131-141.
Aksela, M. & Vihma, L. (2015). Uudenlainen yhteisöllinen opettajankoulutus LUMA-ekosysteemissä elinikäisen
oppimisen tukena. LUMAT, 3(6), 711–720.
Nilsson, P. 2008. Teaching for understanding: the complex nature of pedagogical knowledge in pre-service
education. International Journal of Science Education. 10. 1281–1299.
Stuckey, M., Hofstein, A.,Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science
education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34.
Tolppanen, S., Vartiainen, J., Ikävalko, V.-M. & Aksela M. (2015). Relevance of non-formal Education in
Science Education. In a book: I. Eilks (Ed.), Relevant Chemistry Education - From Theory to Practice. pp 325-
344. Sense Publishing.
22/08/2017Maija Aksela & Johannes Pernaa 19

20. Matemaattis-luonnontieteellinen tiedekunta
A FREE E-BOOK
• 19 short articles about the research made in our research
group
• e.g. NOS, ICT and sustainable development in chemistry
education
• 3-4 pages each
• For researchers, teachers and future teachers
• Promoting innovative and collaborative chemistry education
through evidence-based chemistry teacher education
• https://lumat.fi/index.php/lumat-b/issue/view/2
22/08/2017Maija Aksela & Johannes Pernaa 20

21. Matemaattis-luonnontieteellinen tiedekunta
LUMAT JOURNAL
• Research findings and
best practices
• English
• Finnish
• Swedish
• Welcome to submit
papers!
• www.lumat.fi
22/08/2017Maija Aksela & Johannes Pernaa 21

22. Matemaattis-luonnontieteellinen tiedekunta
22
Student-centered, societally-oriented
and collaborative chemistry teacher
education within learning communities
has a central role for ESD and
a brighter future for the upcoming
generations.
SKILLFUL TEACHERS ARE IN
THE KEY ROLE FOR CREATING
THE BETTER WORLD
THANK YOU FOR YOU ATTENTION!
STUDENT
22/08/2017Maija Aksela & Johannes Pernaa 22
Contact: maija.aksela@helsinki.fi / johannes.pernaa@helsinki.fi