Browsing by Subject "luontosuhde"
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(2015)Aims. Finland can be described as a land of thousands of lakes. Fishing has been an important source of livelihood since the early days of settlement. However many structural changes in the society, as urbanization and industrialism, have effected the fishing culture. Migration from the rural areas brought fishing to cities, where it became a popular leisure activity. Besides self-sufficiency, also recreation has become a central reason to fish. The aim of this thesis is to look what kind of relationship is established with nature while fishing in the urban environment. Further the study attempts to explain, what kind of characteristic features fishing culture has in the city, specially Helsinki area, and which elements of sustainable development can be recognized in it. Finally this thesis asks, what kind of material and immaterial benefits one can earn by practicing recreational fishing in Helsinki. Methods. The data of this qualitative study was collected with focused interviews during late autumn 2014 in popular fishing spots of Helsinki. In total 13 local recreational fishers participated in the research, of who majority were men. The data was analysed with qualitative content analysis. The theoretical framework of this study was relying on the cultural ecological theory and viewpoints offered by the literary sources and previous research. Results and conclusions. It was found out that one could be self-sufficient in terms of fish in Helsinki, and enjoy a varied selection of self-caught fish food throughout the year. However, successful fishing in city requires a great commitment and high knowledge of fish waters. Motives behind fishing were not only material. Besides the fish itself, also social, recreational and natural aspects were significant purposes for fishing. Interviewees named mental and physical well-being as key benefits alongside the more measurable goods, like the actual catch. Surprisingly informants defined Helsinki as a brilliant fishing area. Maritime location and infrastructures of the town offered easy access to various fishing spots. This made the relationship with nature rather unique. The social features of sustainable fishing were particularly visible in the fishing culture of Helsinki.
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(2022)Tiivistelmä - Referat - Abstract Previous research about students becoming primary school teachers has shown, that student’s species identification skills are quite weak. However, species identification skills and species knowledge are important expertise because primary school teachers are supposed to teach their pupils to identify species. Species knowledge and positive connectedness to the nature have an important role in environmental and biology education because there is a connection between them and the ability to understand biodiversity. The aim of this thesis was to investigate the perception of species and species identification skills of student teachers, who in the future should teach pupils in primary schools and secondary schools. Secondary school teachers major in biology. The purpose of this study was to find out, how teacher student groups perceive plants and is there differences between groups of students in the ways of perception and ability to use species knowledge in applied tasks. A total of ten student teachers, five primary school student teachers and five secondary school student teachers attended to study, which was implemented as part of Helsinki university’s Cultivating Expertise in Learning of Life Sciences- project. Data was collected by eye tracking tools, connectedness to nature scale, species identification tests and applied task. Analysis of statistical data was used. Primary school teacher student`s identification skills of plants turned out to be weak and especially weaker than skills of secondary school teacher students. The results showed that there are some differences, where two student groups lay their perception when looking at plants. Primary school teacher students looked more often at some specific parts of the plant than secondary school teachers. Secondary school teacher students examined plants more systematic way: they looked at more parts of the plants than primary school teacher students. Secondary school teacher students also used longer time on the pictures. Connectedness to the nature and species identification skills did not affect the time used in perception or scores of the applied task. These results verify previous research results. Primary school teacher students should get in the university guidance to the perception and identification of different species and give some tools to learn from and teach in the nature.
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(2019)The purpose of this study was to examine thematics of people’s relationship with nature, as well as the operation "Luonnossa kotonaan - At home in nature" from a scientific point of view. This thesis examines the human-nature relationship of individuals who have been part of ”At Home in Nature” daycare as children. With main intrest being on the central factors which have contributed to the human-nature relationship of the individuals, as well as how they would currently describe their relationship with nature. Previous research into the subject makes it clear that experiences with nature as well as possibilities for independent mobility within ones own environment in childhood has an impact on the human-nature relationship. For the purpose of this study, I have interviewed four adults who in their childhood, participated in ”At home in nature” daycare. The duration which the participants had spent in ”At Home in Nature” daycare varied from one to four years. The interviews were analyzed with an individuals personal human-nature relationship perspective. This perspective originates from envriomental psychology and humanistic geography where the individuals own expereinces and accounts are in the central role. In a wider perspective the way in which humanistic geography and envrionmental psychology interpret personal human-nature relationship can be seen influenced by phenomenology; reality exists and understanding its contents is possible through the individuals experiences. The pivotal point being what those individual human experiences mean for the person themself and how they interpret the world through their own experiences. The main observations of this thesis are: ”At Home in Nature” daycare and the direct experiences with nature it enables has had a positive impact on the human-nature relationship of the participants. In addition to ”At Home in Nature” daycare the human-nature relationship of the participants has been affected by multiple other things, such as their families and childhood home locations. The human-nature relationship has impacted the participants life choice in adulthood as well. The conclusion of this thesis is that the relationship with nature amongs the participants has throughout their life evolved into a strong significant part of their lives, to some it was even extremely significant.
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(2020)The purpose of this study is to describe and analyze children’s relationship to the forest. Forest relationship of Finns has been a lively debate in recent years, and there is a debate about what kind of forest relationships Finns have. Studies have shown concern about the distance between children and nature – children's freedom of movement has narrowed, children's leisure time has become more adult-led indoors, and concerns have been raised about children's poor skills in identifying plant species. The theoretical starting points of this study are in environmental education. I examine the forest relationship through the observed, experienced and shared dimensions. The material of this study consist of the writings and drawings of Helsinki's fifth-graders about their memories in the forest. Thirteen students participated in the study. All participants in the study and their guardians were asked for written permission to participate in the study. The material was analyzed according to phenomenographic analysis. The research results show that the forest relationship of children is multidimensional. The stories of the fifth-graders emphasize the experienced (subjective) and shared (social and cultural) meanings of the forest. Demonstration of observed (scientific) knowledge was emphasized only in some reports. Forest memories are often made possible by adults, but also independent interaction with the environment are sought in the forest. The forest is described and valued through personal meanings. The forest is used for leisure and being together with others. The results show that environmental education deserves special attention, especially in the areas of environmental information and environmental protection. Not all students’ forest memories convey a knowledgeable, close, and caring relationship to the forest. More up-to-date research data on the state of children's forest relations are needed to develop environmental education.
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(2017)Immigration has increased in the capital region of Finland. It is predicted that the number of immigrants will continue to rise in the future. Nature and green areas are easy to be found in Finland, also in the capital region. Previous studies have shown that nature can enhance psychological, physiological and social well-being. However, we know little about the relation between nature, integration and immigrants' well-being. In addition, it remains unclear how immigrants relate to nature, and what nature means for people from different cultures. The purpose of this thesis was to describe, analyze and interpret the meaning of nature for eight immigrants living in the capital region. One of the goals of this thesis was to analyze how immigrants would see nature as a place for enhancing well-being, and that way, possibly support the process of integration. This study was carried out as a case study research in August-September 2016. The participants were eight adult immigrants living in the capital region. The participants' ages varied between 30 to 55 years and they had lived in Finland from 2 to 12 years. This thesis included theme interviews and three guided nature walks in the capital region. The data consisted of theme interviews done before the nature walks and feedback forms filled in the end of the last walk. The data was analyzed using qualitative content analysis. According to the content analysis, the immigrants seemed to have mainly positive and everyday relation to nature. Immigrants also told that moving to Finland had had an impact on their relation to nature by waking it up or making it stronger. Nature close by was thought to be a meaningful place for rest and relaxation, and a significant source of day-to-day well-being. According to immigrants, moving in and learning about nature could have a positive impact for the integration process by supporting social and cultural integration, enhancing well-being, and introducing new places. Participants also brought up that both cultural and practical topics related to nature could be more significant part of the integration education.
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(2021)The aim of this study is to analyze and interpret environmental education materials by envi-ronmental organisations for early childhood education. Despite the fact that by the early childhood curriculum from 2018 the sustainable development goals and environmental edu-cation are mentioned as a part of early childhood education there are no teacher’s books to support environmental education in early childhood education. There are, however, some en-vironmental learning materials compiled by environmental organisations intended for early childhood education. In this study I will assess the overall picture regarding environmental education provided by those materials. Theoretical background of this study is based on Palmer’s (1998) model for teaching and learning in environmental education (the so-called Palmer’s tree model) and knowledge about nature connectedness and children’s participation and agency. Research material in this study consists of environmental education publications produced by environmental organisations between the years 2008 and 2020. The material consists of 12 environmental education publications – with both written and illustrated content – from five different organisations. The material was analysed by using content analysis. The results of this study show that environmental education goals are achieved only partly. The goal for education about environment as in Palmer’s model (1998) seems to be included in the materials, but there seems to be a remarkable variation how the goals for education for environment and education in or from the environment are fulfilled. Children’s role as active agents for the environment was low. Materials do not produce any holistic picture about environmental education when contrasted with the research literature. The ecological dimension about nature connection seems to be emphasized in children’s nature connection. Nature connectedness does not exist as a whole in the environmental education materials. Children’s role seems to be limited to learning by playing and participating in some activities. Children’s agency to affect to the environment has a small role in those materials. Content analysis about illustrations used in the materials confirms the same situation about environmental education and there is room for development in educational materials. In order to achieve the goals of environmental education teachers have a big role in choosing the environmental education materials to support their teaching.
Now showing items 1-6 of 6