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Browsing by Subject "Ilmastonmuutos"

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  • Ilmastonmuutos peruskoulun 5. ja 6. luokan ympäristöopin oppikirjoissa 
    Karjalainen, Emma (2021)
    The aim of the study was to describe climate change in primary school 5th and 6th grade environmental studies textbooks and teacher guides. In addition, the aim was to find out what ways do they provide to mitigate and adapt to climate change. Climate change is one of the biggest environmental problem that requires urgent action. The aim of climate education is to guide students towards more sustainable lifestyle and to find ways to mitigate and adapt to climate change. Previous studies have shown that climate education in schools is quite limited. Teachers need more high-quality and diverse materials related to climate change. Textbooks play a key role in schools and are the framework on which learning is often built. This study examines information on climate change in textbooks and teacher guides. Research material in this study consisted of 5th and 6th grade environmental studies books. The material consisted of 6 textbooks and 6 teacher guides. The material was analyzed using theory-guided content analysis. According to the results, the textbooks clearly differ in the amount of information. Some of the books deal with climate change much more than others. Textbooks and teacher guides address climate change through causes and consequences. The biggest causes of climate change are human action and industry. The consequences were described, for example, through melting ice and rising sea levels. The mitigation measures were the use of renewable energy sources and energy saving in general. Climate change mitigation was particularly evident in assignments that emphasized students own actions through, for example, video production or campaigning. One of the biggest shortcomings of the books was that they do not provide enough ways of mitigating climate change.
  • Ilmastonmuutos vuosiluokkien 7–9 maantiedon oppikirjoissa 
    Peräniemi, Noora (2021)
    The purpose of this study was to find out how climate change is dealt with in geography textbooks commonly used in grades 7–9 in Finland. The research questions were based on theoretical models of the principles of climate education and misconceptions related to climate education that had been developed based on previous research. The principles of climate education were finally divided into four categories: understanding climate change, mitigation, adaptation to its changes and localization. Misconceptions about climate change were addressed through conceptualization, radiation and the ozone layer, the greenhouse effect and greenhouse gases. The content of the geography text-books was mirrored to these categories and the theory around them. The aim of this study is to help understand how geography textbooks respond to the principles of climate education and how they address misconceptions typically associated with climate change, particularly by young people. This research will allow textbooks to be developed to respond more effectively to climate education is-sues. The research was made by using qualitative, theory-driven content analysis. The content analysis focused on two sets of geography textbooks commonly used in Finnish secondary schools. In addition to the text contained in the books, the analysis also considered the illustrations printed on the pages of the books and the exercises associated with each chapter. All content on climate change was categorized according to the principles of theory-based content analysis. The study found that the textbooks consider all dimensions related to the principles of climate education. Themes related to understanding climate change were by far the most covered in the text-books, but themes related to mitigation, adaptation and localism were also included in the text-books. It was notable that the means of adaptation presented in the books varied widely between the series. Also, many of the themes that give rise to misconceptions were included in the text-books, with a potential deterrent effect on misconceptions. However, the number of concepts related to climate change introduced in the textbooks was low and concepts related to radiation were missing from the textbooks. This is an important observation, as previous studies have shown that the role of radiation in climate change is the subject of many misconceptions.

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