Finnish experience on Environmental Education Eila Jeronen Department

Finnish experience on Environmental Education Eila Jeronen Department of Educational Sciences and Teacher Education University of Oulu 1. 3. 2021 Eila Jeronen 1

Introduction n Questions currently being discussed in Finland u What kinds concepts, strategies and theories should be used when « creating new qualifications for all kinds of engineers and teachers « developing curricula in universities and at schools « creating environmental awareness of people 1. 3. 2021 Eila Jeronen 2

Contents n n n 1. 3. 2021 Terminology of Environmental Education used in Finland State of the art in Finland Strategies for sustainable development education Theoretical models Practical examples Conclusion Eila Jeronen 3

Terminology of Environmental Education used in Finland n Environmental Education (EE) u n Sustainable development (SD) u n Culturally-based understandings of citizenship Education for Sustainable Development (ESD) u 1. 3. 2021 Ecology and environmental problems Values Eila Jeronen 4

State of the art in Finland n n n 1. 3. 2021 Some form of degree education is provided at most universities and polytechnics (Kuosa et al. 2006) u How to develop a common basis for education? u How to develop and adapt sustainable development and environmental education according to the needs of society and the labour market? The main problems lay in the lack of economical support for institutes and the lack of professional teachers in environmental education (Loukola et al. 2002). For planning successful courses, university and other teachers should understand what environmental concepts mean in regard to teaching and learning. Eila Jeronen 5

Strategies for sustainable development education Table 1. Important international and Finnish programmes and strategies Baltic 21 E The Baltic University Programme (BUP) The EU Strategy for Sustainable Development - New Bearings for the Nordic Countries Strategies created by The Finnish National Commission on Sustainable Development Strategies created by the Committee for promotion of sustainable consumption and production 1. 3. 2021 Eila Jeronen 6

Theoretical models n Background of Environmental Education models u Teaching and learning conceptions of educators and educational culture Constructivist pedagogy and a sociocultural communicative perspective « Student-centred and co-operative methods « Cross-curricular competencies « 1. 3. 2021 Eila Jeronen 7

Theories of motivation Hierarchy of needs (Maslow 1954) 1. 3. 2021 Selfactualisation needs ___________ Aesthetic needs ______________ Cognitive needs _________________ Esteem needs ___________________ Belongingness and love needs _______________________ Security needs __________________________ Physiological needs Eila Jeronen 8

Integration of Contemporary Theories of Motivation (Sharma 1995) High Achiever Equity Comparison Individual Effort Individual Performance Organizational Rewards Individual Goals Dominant Needs Goals Direct Behaviour 1. 3. 2021 Eila Jeronen 9

Popular Environmental Education Models used in Finland n n n 1. 3. 2021 The Environmental Behaviour Model (Hungerford & Volk 1990) The Tree Model (Palmer 1998, 271 -277) The Onion Model (Käpylä 1995, 33 -36) The House Model (Jeronen & Kaikkonen 1997, 9 -11; 2002, 341 -353), and The Model of Education for Sustainable Development (Åhlberg 2005). Eila Jeronen 10

Practical examples 1/3 Table 2. The most well known international projects of Finnish comprehensive schools The Globe project The Baltic Sea project OECD/CERI ENSI project, (Environment and School Initiatives) Northern forest ecosystems and education project (Pohjoiset metsäekosysteemit ja koulutus –projekti) 1. 3. 2021 Eila Jeronen 11

Practical examples 2/3 Table 3. International ongoing projects in Environmental Education at the Faculty of Education in the University of Oulu 2003 onwards Thematic Network, Hero(dot)net. Liverpool Hope University, UK. Partner. http: //www. zgis. at/herodotnet/ 2002 onwards Alka – Naturfagene I läraruddannelsen, kompetencer og almendannelse. Nordplus. Jelling CVU Jelling, Denmark. Partner. http: //www. nordplus-alka. dk/ 2000 onwards. Nord. Mi. Pe, Nordisk Miljöpedagogik. Nordplus. Åbo Akademi, Vasa, Finland. Partner. http: //www. vasa. abo. fi/users/ipalmber/Mi. Pe. Natverk. htm 1. 3. 2021 Eila Jeronen 12

Practical examples 3/3 Table 4. Studies in EE at the Faculty of Education in the University of Oulu The multi-scientific basic level (25 points) - Nature environment - Pedagogical and psychological environment - Social environment The intermediate level (35 points) - Environmental research - Environmental awareness and environmental politics - Environmental psychology - Environmental philosophy - Research seminar The advanced level (50 points) - social studies/environmental pedagogy/environmental philosophy/environmental sociology/environmental/ psychology - graduate thesis 1. 3. 2021 Eila Jeronen 13

Conclusion 1/2 n Discussion continues on e. g. u u u 1. 3. 2021 Terms of EE Methods of EE Models of EE Quality of educational courses Criteria for Environmental Education Implementation Quality of research in environmental sciences and education Eila Jeronen 14

Conclusion 2/2 The United Nations has declared the years 2005 -2014 as the Decade of Education for Sustainable Development. In Vilnius, UNECE Strategy for Education for Sustainable Development was adopted in March 2005. It is time to discuss - what is strategically important research that should be undertaken for promoting environmental education and learning - how to motivate and support people to take the environment into account in their everyday life as citizens - how to develop co-operation of scientists, teachers, civil servants, policymakers and schools for slowing down climate change and having time for finding solutions for environmental problems 1. 3. 2021 Eila Jeronen 15

Thank you for your attention 1. 3. 2021 Eila Jeronen 16