Browsing by Subject "ekologinen lukutaito"
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(2021)According to the National core curriculum for basic education (2014), schools should guide students towards a sustainable lifestyle, as well as understanding that people are part of na-ture and completely dependent on the surrounding ecosystem. Schools should also address emotions related to climate change, as children have experienced, for example, sadness, fear, and helplessness. Studies suggest that climate education in schools is very fragmented and variable and should be improved. Studies show that children’s books are a good way to deal with difficult issues and emotions among children. In this thesis, I examine what climate emotions occur in children’s books on climate change and how the books present climate change. Based on these questions, I evaluate how children's books on climate change could be used in climate education. This thesis is a qualitative study. Four Finnish children's books on climate change published during 2019 and 2020 were used as data. The books are aimed at children of primary school age. The books were analyzed by using content analysis. In the second research question, I used theory-guided content analysis, in which the guiding theory was the model of ecological literacy by Wong and Kumpulainen (2019). The characters in the books had a wide range of climate emotions: distressing emotions from fear to anxiety, worry, and joy and enthusiasm. The climate emotions in the books were simi-lar to emotions that people have related to climate change. The books described climate change and issues related to climate change in many ways. Children's books on climate change can be useful in climate education, as they can help children deal with difficult climate emotions, as well as understand climate change as a wider phenomenon. More research is needed on how books could improve children’s ecological literacy, and more specifically cli-mate literacy.
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Ympäristökasvatuksen rooli kuvakirjoissa : kehittävätkö kuvakirjat lukijansa ekologista lukutaitoa? (2020)The aim of this study was to find out what kind of nature picture illustrated books convey to their readers. In children’s books nature, animals and nature conservation have always been central themes. How nature has been treated and how books describe human relationships with nature has varied over time. The purpose of this study was to look at the nature picture of children’s illustrated books from a contemporary perspective. The works Kadonneiden eläinten saari (2017) and Mato ja meri (2019) were selected for analysis. In both works, environmental education and eco-criticism are clearly present and central themes. The study was conducted content-analytically. Because of the theme of the study, eco-criticism was used as a theory alongside content analysis. The aim of the study was to find out the nature picture of the works, the relationship between nature and man and the possibilities of the children’s book as an environmental educator. The works were analysed by moving from individual observations to a broader view of how environmental education is reflected in the selected illustrated books and what themes the authors of the books seek to convey to readers in relation to environmental education. As a result of the study, it can be stated that the two children’s books selected as the research topic showed a strong idea of human responsibility for their environment. With the message of both works, attention was drawn to a future where things could be better if we wanted to. The books brought up the idea that it is the responsibility of each of us and that each person’s personal contribution matters. Through these stories, both the child and the adult reader can wake up to reflect on their own choices and opportunities to influence the state of the environment.
Now showing items 1-2 of 2