Browsing by Subject "Ruotsi"
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(2018)Ministry of Education and Culture in Finland has issued that Finland should be the leading country in the world in science education by the year 2020. The aim of this study was to research how early childhood science education is presented in the curriculums of Finland and Sweden and what targets it is given. Science education includes every aspect of science but it usually means natural sciences. In this study early childhood science education is defined to include only chemistry and physichs and also mathematics. These three have some basic terms in common and children can learn them simultaneously. The Finnish and Swedish curriculums of pre-school are the materials of this study. The Finnish curriculum is from the year 2014. The Swedish curriculum is part of the curriculum of comprehensive school. It has been revised in 2016. In Sweden there is also an extended part for the pre-school which was taken into account in this study. The method of this study was content analysis. Use of the basic science study terminology in the curriculums was also analysed. Science education as such is not mentioned in either curriculum. Basic terms were covered in both curriculums in different situations. The use of the terms were broarder in Sweden but the terms were used more often in Finland. The Swedish curriculum sets targets for the basic terms and gives examples for teachers how to teach science and all three aspects (mathematics, physichs and chemistry) were mentioned. In the Finnish curriculum the basic terms were included in mathematics whereas neither chemistry nor physichs were acknowledged. In Finland practicing of observation was emphasized and it was considered as the foundation of learning to research. Pre-school teacher in Sweden is given more precise targets for early science education than Finnish teacher. The Finnish curriculum gives teachers more freedom to organize early childhood science education.
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(2016)The aim of the study is to research what kind of images and stereotypes geography text books construct from Finland´s neighbouring countries, Sweden, Estonia and Russia. The study aims to answer the question, what kind of images is created from Russia, Estonia and Sweden and their nations. The study also finds out how much countries are handled in the books and does the text bring more similarities or differences between the countries in question and Finland and Finnish people. I also look deeper into the concept of Nordic countries and find out if the books create a common Nordic identity. Often Nordic countries are handled in the books wider than Estonia and Russia, although Estonia and Russia are important neighbours to Finland and they are the biggest minorities living in Finland. Nine geography text books, which are in use in Finnish schools at the moment (4th and 5th grades), were analysed by using discourse analysis. From the books only those chapters and pictures where examined which handled countries in question. Also the number of the pages were counted to find out which information is seen important in the books. Pictures were categorized by countries and differentiated between pictures of the nation or physical geography. Pictures of nations were taken into closer examination. In the part of analysis is written the discourses which were found from the countries. Results indicate that Russia and Russians are seen Slavic and Eastern Europeans, something different than Finnish. As a country, Russia is presented as undeveloped and partly polluted, whereas Nordic Countries are described as welfare states, equal, democratic etc. Books create positive image of Nordic countries and Finland´s belonging to that group is highlighted for example with common history. Finland’s history as a part of Russia is not mentioned anywhere. The text books create positive Nordic identity to Finnish. Sweden is seen familiar and safe place, very similar to Finland. Estonia is clearly part of the Baltic countries, although similarities to Finland is emphasized.
Now showing items 1-2 of 2