Browsing by Subject "biodiversiteettikasvatus"

Biodiversity loss threatens also human well-being on Earth. There is only little research on teachers' interest and competence in implementing biodiversity education. The aim of this thesis was to investigate the species identification skills of student teachers and their interest in learning about different kinds of species. In addition, the aim was to create an understanding of what kind of conceptions student teachers have about the importance of species knowledge for teachers, learners, and sustainable development. A total of 19 early childhood teacher and primary teacher students responded to an online questionnaire that included a species identification test. Information about students interest and conceptions related to species knowledge was also collected. The thesis is a case study where descriptive data analysis was used in the analysis of the statistical data. Theory-guided content analysis was used in the analysis of the qualitative data. The results showed that student teachers identify common bird species quite well, plant species less well, and butterfly species poorly. Student teachers were interested in species knowledge in general, but interest in different species groups varied. Student teachers found bird, plant, butterfly, fungus, and fish species more interesting than bat, amphibian, spider, and beetle species. Student teachers consider species knowledge important for teachers, learners, and sustainable development. Student teachers’ conceptions about the importance of species knowledge for teachers formed six meaning categories: teaching species knowledge, learning together, exemplary triggering of interest, taking care of safety, answering children’s questions, and addressing biodiversity and sustainable development. As for conceptions about the importance of species knowledge for learners, nine meaning categories were formed: common knowledge, triggering of interest, know-how to operate in nature, understanding of biodiversity, understanding the environment, sustainable lifestyle, perceptual ability, worldview, and desire to act. Conceptions about the importance of species knowledge for sustainable development formed four meaning categories: understanding nature, appreciating nature, being aware of threats, and conserving the essential. Teacher education must provide diverse education in species knowledge in order to develop student teachers' competence as biodiversity educators.