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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
Matemaattis-luonnontieteellinen tiedekunta
CONTENT OF OUR
PRESENTATION
THE AIM OF STUDY
LUMA CENTRE FINLAND: CHEMISTRYLAB GADOLIN
RELEVANCE THEORY
METHODS
MAIN RESULTS
IMPLICATIONS
22/08/2017Maija Aksela & Johannes Pernaa 2
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 3
* 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.
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!
22/08/2017Maija Aksela & Johannes Pernaa 4
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
22/08/2017Maija Aksela & Johannes Pernaa 5
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
22/08/2017Maija Aksela & Johannes Pernaa 6
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
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
22/08/2017Maija Aksela & Johannes Pernaa 8
Matemaattis-luonnontieteellinen tiedekunta
COLLABORATION
WITH BUSINESS
22/08/2017Maija Aksela & Johannes Pernaa 9
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
22/08/2017Maija Aksela & Johannes Pernaa 10
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.
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
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
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 …”
22/08/2017Maija Aksela & Johannes Pernaa 14
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.
22/08/2017Maija Aksela & Johannes Pernaa 15
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.
22/08/2017Maija Aksela & Johannes Pernaa 16
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.
22/08/2017Maija Aksela & Johannes Pernaa 17
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.
22/08/2017Maija Aksela & Johannes Pernaa 18
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
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
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
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

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ChemistryLab Gadolin - Esera 2017

  • 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 22/08/2017Maija Aksela & Johannes Pernaa 2
  • 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. 22/08/2017Maija Aksela & Johannes Pernaa 3 * 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! 22/08/2017Maija Aksela & Johannes Pernaa 4
  • 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 22/08/2017Maija Aksela & Johannes Pernaa 5
  • 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 22/08/2017Maija Aksela & Johannes Pernaa 6
  • 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 22/08/2017Maija Aksela & Johannes Pernaa 8
  • 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 22/08/2017Maija Aksela & Johannes Pernaa 10
  • 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 …” 22/08/2017Maija Aksela & Johannes Pernaa 14
  • 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. 22/08/2017Maija Aksela & Johannes Pernaa 15
  • 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. 22/08/2017Maija Aksela & Johannes Pernaa 16
  • 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. 22/08/2017Maija Aksela & Johannes Pernaa 17
  • 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. 22/08/2017Maija Aksela & Johannes Pernaa 18
  • 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