Browsing by Author "Vuorinen, Sini"

Through food it is possible to teach several things. Especially, it is important to teach about the environmental effects of food since many Finns have erroneous beliefs about them. This study's themes are central in the Finnish curriculums in the general sections as well as in geography's contents. The aim for this study is to create a teaching material about origin of food and environmental effects of food using inquiry-based learning (IBL). The teaching material is tested in upper secondary schools. Through this study is gathered information about students' awareness about the environmental effects of food and about IBL in some Finnish schools. Food research has increased during the last decades but it is fragmented to different fields of social studies. In the food system, grocery stores have increased their power in the expense of other actors. Consumers have great responsibility in taking into account the environment even though they do not have realistic opportunities to make a difference compared to other actors. Many factors have an effect to which products people buy and it is usually unconscious. The origin of food is rarely most important factor. In geography food issues are usually taught as one of the resources. IBL is a student directed learning method in which students find an answer to a question through inquiry. Advantages for this method are that students are engaged and motivated to solve the problem and they learn more effectively. Challenges for IBL are that it takes a lot of time, it is harder to control, classes are big and its definition is unclear. In geography IBL could be used much more than it is nowadays. IBL can also be used in environmental education since it develops critical thinking and through it students get meaningful experiences that promote environmental responsibility. This study is combination of action and case study. Study was implemented by holding three teaching experiment on geography classes in upper secondary schools. In the teaching experiment students tried to find information about the origins of food products for one dish they had chosen and reflected answers for questions about them. The students (N=60) filled surveys before and after the teaching experiment and their teachers (N=3) were interviewed after the teaching experiment. Some answers were analysed statistically and some through grouping them to different themes. Students' previous experiences of inquiry were mostly structured. Students enjoyed IBL because it was independent and they could work in pairs. They also thought that the subject was interesting. Teachers liked about the concrete subject and clear structure of the lesson. Students would have needed more time to do the exercise. Teachers thought that the most important challenge to adopt IBL is that it takes a lot of time, it is harder to control and students' attitudes are challenging. They still use similar exercises as the teaching experiment every week. Teachers did not have correct conceptions about IBL. Students had erroneous beliefs about the environmental effects of food production before the teaching experiment but they were more aware of them afterwards. After the students, they learned about the environmental effects of food production, ways to find information about the origin of food and to reflect the effects of their own choices. The teachers thought that during the lesson students realized the importance of their actions and choices. Most of the results are in line with previous research. After this study using food and other subjects that connect to students' daily lives in teaching increase their motivation to learn. In order to use more student directed learning methods, we have to change both curriculums and the way that we think about learning and education. Teachers also need training and teaching materials. The results of this study cannot be generalized to whole country but they can be an example and a basis for future more exhaustive research.