Browsing by Subject "eliölaji"

Objectives The research task of this thesis is to examine how former and current primary school teachers perceive the teaching of species knowledge in schools and what experiences and attitudes they themselves have towards species knowledge. Additionally, the thesis investigates whether the teaching of species knowledge and teachers' attitudes have changed during the existence of the Finnish comprehensive school. Methods Qualitative research methods were employed in this thesis. Data collection was conducted through interviews with six former and current primary school teachers. A semi-structured thematic interview approach was used, and the data were analyzed inductively using techniques of data-driven content analysis. Results and Conclusions All interviewees felt that they possessed sufficient skills to teach species knowledge but expressed a desire to further develop these skills. Participants implemented species education using a variety of teaching methods and emphasized the significance of various materials and field trips in teaching. Teachers identified studying species in nature as the best teaching method, although they faced challenges related to outdoor teaching. Teachers considered species knowledge important for various reasons, including safety, environmental awareness, and practical application. Good species knowledge was seen as enhancing students' motivation to study environmental science, biology, and geography. Interviewed teachers noticed the impact of curriculum changes on species knowledge education, particularly with an emphasis on plant species identification. Many felt that the teaching of species identification at school had increased quantitatively. Several teachers raised the question of whether new technologies and the abundance of information could reduce students' profound interest in nature.