Browsing by Author "Lindholm, Terhi"

Geography is taught in lower elementary school as a part of environmental and natural sciences. Previous studies have shown that the study materials have a significant role in the way geography is taught. There has been very little integration of different disciplines in environmental and natural sciences. The new curriculum, coming to effect in 2016, emphasizes the significance of multidisciplinary approaches. The purpose of this study was to find out which subjects and cross-curricular themes are emphasized in the geography-related integration tips in environmental and natural sciences and whether these tips are, from the point of view of the teacher, information-based or action-supporting. The purpose of this study was also to discuss to what degree teachers have been able to apply the idea of integration during the current curriculum, with the aid of their current manuals. The study was done using a qualitative approach. The study used three different types of environmental and natural sciences books, which were obtained from their publishers. The subject material was defined and analyzed using a theory-based content analysis. Visual arts was the discipline most used in the integration tips of the teacher's guides. The Pisara series was the only one where integration tips related to mother tongue were more common than those based on visual arts. The majority of visual arts related integration tips had to do with action, and some of them contained very detailed instructions. Mother tongue related integration tips were also common, but there were significant differences between the books. The tips not related to any particular discipline contained several games and minor study projects. Of the cross-curricular themes, information and media skills were most apparent. The majority of integration tips for different disciplines were action-based. Only in relation to music were they mostly informative. Only the 'Koulun ympäristötieto' series contained information-based tips from outside the disciplines. So, teachers are provided with several tips for integration, but these tips are not very evenly distributed among the disciplines. Also, the teacher's guides did not contain any multidisciplinary integration. The current teacher's guides do not contain the multidisciplinary approaches presented in the new curriculum.