ChemistryLab Gadolin - Esera 2017

Matemaattis-luonnontieteellinen tiedekunta

CHEMISTRYLAB GADOLIN

AS A RELEVANT LEARNING ENVIRONMENT FOR LIFELONG LEARNING

Maija Aksela & Johannes PernaaChemistry Department, Faculty of Science

22/08/2017Maija Aksela & Johannes Pernaa 1


CONTENT OF OUR PRESENTATION

THE AIM OF STUDYLUMA CENTRE FINLAND: CHEMISTRYLAB GADOLIN

RELEVANCE THEORYMETHODS

MAIN RESULTSIMPLICATIONS



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.


* 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.


LUMA CENTRE FINLAND

• 13 LUMA CENTRES aroundthe Finland

• 8. LUMA Centre of theUniversity of Helsinki –COORDINATION

• LUMA MOTTO: TOGETHER WE ARE MORE!



CHEMISTRYLAB GADOLIN IN LUMA ECOSYSTEM

LUMA

SCHOOLS, TEACHERS, PUPILS, STUDENTS,

PARENTS

MINISTRY OF EDUCATION

BUSINESS SECTOR

MUSEUMS

PEDAGOGICALASSOCIATIONS

MEDIA

TEACHER EDUCATORS

RESEARCHERS

SCIENCE CENTRES

NATIONAL BOARD OF

EDUCATION

TEACHER STUDENTS

INTERNATIONALPARTNERS



CHEMISTRYLABGADOLIN

• 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



DETAILS ANDSERVICES

• 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



DESIGN-BASEDRESEARCH• Research tool for

developing peda-gogical innovations• e.g. Veli-Matti

Ikävalko’sPhD. Study: Novelactivities togetherwith industry

• Edelson, 2002



COLLABORATION WITH BUSINESS


http://www.oph.fi/

http://fi.vwr.com/app/Home


• 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 ChemistryLabGadolin.

A NEW MODEL FOR PRE-SERVICE TEACHER EDUCATION



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.




RELEVANCE THEORY




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



EXAMPLE: VOCATIONALRELEVANCE

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 …”



MAIN RESULTS

• ChemistryLab Gadolin is a relevant learning environment for future chemistry teachers from the dimensions of individual, societal and vocational relevance.



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.



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’soperations for all visitors.



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.



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 casesin Finland and Germany. Chemistry Education Research and Practice,18, 13-25Aksela, M. (2010). Evidence-based teacher education: Becoming a lifelong research-oriented chemistryteacher? Chemical Education Research and Practice, 11(2), 84-91.Aksela, M. (2016). Foreword. In a book: Promoting innovative and collaborative chemistry education throughevidence-based chemistry teacher education, LUMAT 1(3). http://www.lumat.fi/index.php/lumat-bAksela, 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-serviceeducation. 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.


http://www.lumat.fi/index.php/lumat-b


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


https://lumat.fi/index.php/lumat-b/issue/view/2


LUMAT JOURNAL

• Research findings and best practices

• English• Finnish• Swedish

• Welcome to submitpapers!

• www.lumat.fi


http://www.lumat.fi/

Matemaattis-luonnontieteellinen tiedekunta22

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 WORLDTHANK YOU FOR YOU ATTENTION!

STUDENT

22/08/2017Maija Aksela & Johannes Pernaa 22Contact: [email protected] / [email protected]