Browsing by Subject "beliefs"

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  • Poom-Valickis, Katrin; Löfström, Erika (2019)
    The aim of the study was to understand the development of professional identity of prospective teachers, their ideals and experiences during interactions with their surrounding learning environment, including university studies and pedagogical placement during their 5-year studies. We also aimed at understanding how students with different motivational pathways to teacher education may be supported to explore teaching as a possible career choice. The findings reported in this article emerged primarily from interviews with 13 student teachers at the end of their teacher education programme. Survey responses collected during earlier stages of the study were utilised to provide data about the student teachers' professional development prior to the point of the interviews. The findings of the study point to various concerns and dilemmas, which in turn suggest that student teachers take different identity development routes. The study identified four possible "identity routes" to becoming a teacher. The implications of different identity routes on teacher education are discussed.
  • Craig, Christie; Thomson, Robert; Santangeli, Andrea (2018)
    Ecosystem services are cited as one of the many reasons for conserving declining vulture populations in Africa. We aimed to explore how communal farmers in Namibia perceive vultures and the ecosystem services they provide, with special focus on cultural and regulating ecosystem services. We surveyed 361 households across Namibia’s communal farmlands and found that over two-thirds of households liked vultures and found them useful, stating that they were harmless and useful for locating dead livestock. The minority of households who disliked vultures believed that they were killing their livestock. Poisoning was the main cause of vulture mortalities reported by farmers. While poisoning appears to be a concern for vultures in the communal farmlands, it appears that cultural use of vulture body parts is a minimal threat. We found that few farmers knew of cultural beliefs about vultures or uses for body parts; most farmers believed these beliefs and practices to be outdated. It is further promising that communal farmers have an overall positive perception of vultures. This highlights the potential for communal conservancies to bring attention to vulture conservation in their constituencies.
  • Herranen, Jaana Kristiina; Vesterinen, Veli-Matti; Aksela, Maija Katariina (2018)
    Learner-centered sustainability education has been advocated to be used in higher education, but the pedagogy is blurry. In the discussions, also an idea of a learner-driven approach has been promoted. The aim of this study is to study how these pedagogies have been described and suggested to be used by a group of higher education students responsible for planning a teacher education course on sustainability education. This case study uses grounded theory to analyze the higher education students’ beliefs about learner-centered and learner-driven sustainability education. The data was obtained from audio-recordings of the planning process and two semi-structured interviews of five students acting as course designers. The course designers showed to have beliefs about the nature of learner-centered/learner-driven pedagogy, freedom, meaningfulness, acting and making an influence in the learning environment, the nature and ownership of sustainable development knowledge, the diversity of the learners, and pedagogical support. The results indicate that the learner-centered and learner-driven approach are fundamentally different in terms of all of the categories. In conclusion, it is suggested that the terminology concerning learner-centered and learner-driven approaches should be more precise, and sustainability education should be developed towards a more transformative, learner-driven education
  • Marin, Pinja; Lindeman, Marjaana (2021)
    Although the relationship between religion and science has long been the subject of discussion, investigations into the how and why of people's science-religion perspectives are rare. This study examined how epistemic and ontological cognition predict agreement with four science-religion perspectives: conflict, independence, dialogue, and integration. Participants (N = 3911) were Finnish, Danish, and Dutch adults who had answered an online study. Most people held views that were not well captured by the commonly used four categories. When more specific perspectives were examined, differences were found especially in supernatural beliefs, over-mentalizing, and justifications for religious arguments and scientific knowledge. Thinking styles and epistemic sophistication played only a minor role. The results suggest that non-scientists evaluate the relationship between religion and science more based on their ontological beliefs than their epistemic reflection.
  • Jokinen, Sonja (Helsingin yliopisto, 2017)
    The aim of this study was to explore the epistemologies and conceptions of learning upper secondary school students (13-15-year-olds), high school students and their teachers express, and to compare the differences of these epistemologies and conceptions between the three groups. The theory of this thesis is based on earlier research related to epistemologies and conceptions of learning that suggest that epistemologies and conceptions of learning evolve with education and age towards a more sophisticated view of knowledge and learning. The data for this pilot study was collected from a small region in Finland in November 2015. The participants; upper secondary school students, high school students and their teachers (N=380), answered an online survey with two-part Likert-type statements measuring various kinds of epistemologies and conceptions of learning (collaboration, valuing metacognition, deep approach, surface approach and certain knowledge). The data was analyzed through looking at correlations and comparing the results of the three groups using ANOVA. The results of this study partly confirm previous study results of differences in epistemologies and conceptions of learning. Differences between secondary school students, high school students and teachers did occur, older students as well as the teachers tended to have more complex views of knowledge and learning. However, the results of the high school students suggest that they valued certain knowledge too, which is considered a less sophisticated epistemology. The results also show that the teachers valued collaboration and metacognition, but that the students didn't experience these two epistemologies to be practiced in class.
  • Erfving, Emilia; Hintsa, Antti; Sintonen, Sara; Sairanen, Heidi; Kumpulainen, Kristiina (University of Helsinki, Playful Learning Center, 2017)
    Myths and multiliteracy Myths are shared stories and beliefs about things that no one has really seen or experienced but that are still believed to be true. In the past, a long time ago, Finnish myths often had their origins in observations about nature. The natural world inspired people and they wanted to interact with it. People in the ancient times had a completely different relationship to nature from us. Nature has always been especially important to people living in Finland as the four seasons make the environment very rich and varied here. It is not surprising that it has kindled people’s imagination and been the source of many beliefs. For example, shooting stars were believed to be cracks in the sky through which gods could take a peek at the Earth. Forests and their spirits were also an essential part of the northern culture of Finland and way of life as they were an important source of food. The Whisper of the spirit activity cards are our contribution to the celebrations marking Finland’s 100 years of independence. The package can be used and distributed for non-commercial purposes in printed or in digital formats. The educational aim of the activity cards is for children to take an interest in Finnish stories, nature and ancient beliefs from a variety of perspectives. The tasks encourage children to imagine, observe, collaborate, reflect, innovate and experiment in multimodal ways. We also hope the stories and activities will support children’s interests and competencies in multiliteracies. The production of the Whisper of the spirit activity cards was supported by the Joy of Learning Multiliteracies (MOI) project, which is funded by the Ministry of Education and Culture and implemented by the University of Helsinki. The material can be downloaded from the MOI project website: