TY - JOUR ID - RefID:144-paakkari2019health A1 - Paakkari, Leena T. A1 - Torppa, Minna P. A1 - Paakkari, Olli-Pekka A1 - Välimaa, Raili,S. A1 - Ojala, Kristiina S. A. A1 - Tynjälä, Jorma,A. T1 - Does health literacy explain the link between structural stratifiers and adolescent health? Y1 - 2019 VL - 29 IS - 5 SP - 919 EP - 924 AB - The concept of health literacy (HL) may help us to better understand the mechanisms leading to health disparities, and to focus on the factors that can be influenced. However, not much is yet known about how HL is related to health disparities, or whether the association exists among adolescents. The aim of the study was to examine the associations between structural stratifiers, HL and health indicators among adolescents.The nationally representative Finnish Health Behaviour in School-aged Children survey data (n=3833) were collected from 13- and 15-year-old pupils in the spring of 2014. Pearson correlation coefficients were calculated, and separate path models were estimated for the perceived health and health behaviour measures.HL was found to be an independent factor explaining disparities in health. Higher HL was related to positive health outcomes. HL also acted as a mediator between health behaviours and structural stratifiers, except for gender. School achievement and educational aspirations were among the factors explaining the HL level, which in turn, explained the health indicators.The concept of HL is of use in understanding health disparities. In particular, HL provides a mechanism via which school achievement and educational plans affect health outcomes. Low HL places adolescents who have poor school achievement and who do not intend to continue on an academic path in an unequal position with respect to their health. N1 - 2023 JF - European journal of public health JA - Eur.J.Public Health SN - 1101-1262 DA - 10/01; 5/2 UR - https://doi.org/10.1093/eurpub/ckz011 UR - https://doi.org/10.1093/eurpub/ckz011 DO - 10.1093/eurpub/ckz011 M1 - Journal Article ER - TY - JOUR ID - RefID:143-tolonen2010yhteiskuntaluokan A1 - Tolonen, Tarja T1 - Yhteiskuntaluokan ja paikallisuuden merkitys nuorten ryhmien ja tyylien muotoutumisessa Y1 - 2010 VL - 28 IS - 2 SP - 3 EP - 22 KW - 514 Sosiaalitieteet KW - Nuorisotutkimus JF - Nuorisotutkimus SN - 0780-0886 M1 - Journal Article ER - TY - JOUR ID - RefID:141-acker2006inequality A1 - Acker, Joan T1 - Inequality Regimes Y1 - 2006 VL - 20 IS - 4 SP - 441 EP - 464 AB - In this article, the author addresses two feminist issues: first, how to conceptualize intersectionality, the mutual reproduction of class, gender, and racial relations of inequality, and second, how to identify barriers to creating equality in work organizations. She develops one answer to both issues, suggesting the idea of ?inequality regimes? as an analytic approach to understanding the creation of inequalities in work organizations. Inequality regimes are the interlocked practices and processes that result in continuing inequalities in all work organizations. Work organizations are critical locations for the investigation of the continuous creation of complex inequalities because much societal inequality originates in such organizations. Work organizations are also the target for many attempts to alter patterns of inequality: The study of change efforts and the oppositions they engender are often opportunities to observe frequently invisible aspects of the reproduction of inequalities. The concept of inequality regimes may be useful in analyzing organizational change projects to better understand why these projects so often fail and why they succeed when this occurs.; In this article, the author addresses two feminist issues: first, how to conceptualize intersectionality, the mutual reproduction of class, gender, and racial relations of inequality, and second, how to identify barriers to creating equality in work organizations. She develops one answer to both issues, suggesting the idea of ?inequality regimes? as an analytic approach to understanding the creation of inequalities in work organizations. Inequality regimes are the interlocked practices and processes that result in continuing inequalities in all work organizations. Work organizations are critical locations for the investigation of the continuous creation of complex inequalities because much societal inequality originates in such organizations. Work organizations are also the target for many attempts to alter patterns of inequality: The study of change efforts and the oppositions they engender are often opportunities to observe frequently invisible aspects of the reproduction of inequalities. The concept of inequality regimes may be useful in analyzing organizational change projects to better understand why these projects so often fail and why they succeed when this occurs. N1 - doi: 10.1177/0891243206289499; 26 PB - SAGE Publications Inc JF - Gender & Society JA - Gender Soc. SN - 0891-2432 DA - 08/01; 2023/04 UR - https://doi.org/10.1177/0891243206289499 UR - https://doi.org/10.1177/0891243206289499 DO - 10.1177/0891243206289499 M1 - Journal Article ER - TY - JOUR ID - RefID:140-koskela2021tiedepääoma A1 - Koskela, Teija A1 - Kontkanen, Sini A1 - Kärkkäinen, Sirpa A1 - Waltzer, Katariina A1 - Havu-Nuutinen, Sari A1 - Mikkilä-Erdmann, Mirjamaija T1 - Tiedepääoma ja koulutuksellinen tasa-arvo suomlaisessa luonnontieteiden osaamisessa Y1 - 2021 IS - 4/2021 SP - 42 EP - 50 JF - Tiedepolitiikka M1 - Journal Article ER - TY - JOUR ID - RefID:139-hopwood2005sustainable A1 - Hopwood, Bill A1 - Mellor, Mary A1 - O'Brien, Geoff T1 - Sustainable development: mapping different approaches Y1 - 2005 VL - 13 IS - 1 SP - 38 EP - 52 AB - Abstract Sustainable development, although a widely used phrase and idea, has many different meanings and therefore provokes many different responses. In broad terms, the concept of sustainable development is an attempt to combine growing concerns about a range of environmental issues with socio-economic issues. To aid understanding of these different policies this paper presents a classification and mapping of different trends of thought on sustainable development, their political and policy frameworks and their attitudes towards change and means of change. Sustainable development has the potential to address fundamental challenges for humanity, now and into the future. However, to do this, it needs more clarity of meaning, concentrating on sustainable livelihoods and well-being rather than well-having, and long term environmental sustainability, which requires a strong basis in principles that link the social and environmental to human equity. Copyright ? 2005 John Wiley & Sons, Ltd and ERP Environment. N1 - https://doi.org/10.1002/sd.244; 26 PB - John Wiley & Sons, Ltd JF - Sustainable Development JA - Sust.Dev. SN - 0968-0802 DA - 02/01; 2023/04 UR - https://doi.org/10.1002/sd.244 UR - https://doi.org/10.1002/sd.244 DO - 10.1002/sd.244 M1 - Journal Article ER - TY - JOUR ID - RefID:138-olsson2017effect A1 - Olsson, Daniel A1 - Gericke, Niklas T1 - The effect of gender on students' sustainability consciousness: A nationwide Swedish study Y1 - 2017 VL - 48 IS - 5 SP - 357 EP - 370 N1 - doi: 10.1080/00958964.2017.1310083 PB - Routledge JF - The Journal of Environmental Education SN - 0095-8964 DA - 10/20 UR - https://doi.org/10.1080/00958964.2017.1310083 UR - https://doi.org/10.1080/00958964.2017.1310083 DO - 10.1080/00958964.2017.1310083 M1 - Journal Article ER - TY - ICOMM ID - RefID:97-rose A1 - The Relevance of Science Education T1 - The Rose Questionnaire Y1 - n.d. Y2 - n.d. VL - 2021 IS - 24 Sep UR - https://www.roseproject.no/key-documents/questionnaire.html UR - https://www.roseproject.no/key-documents/questionnaire.html UR - https://www.roseproject.no/key-documents/questionnaire.html M1 - Web Page ER - TY - GEN ID - RefID:96-lpr2019lappeenranta A1 - LPR T1 - Lappeenranta Junior University. Opetussuunnitelmaa täydentävä suunnitelma. Perusopetus Y1 - 2019 PB - Lappeenrannan kaupunki CY - Lappeenranta UR - https://drive.google.com/file/d/12UKMY2R5Zt3xUcxoDEka0_R1rZ7Vmpvd/view UR - https://drive.google.com/file/d/12UKMY2R5Zt3xUcxoDEka0_R1rZ7Vmpvd/view M1 - Generic ER - TY - CHAP ID - RefID:93-bourdieu1986forms A1 - Bourdieu, Pierre T1 - The forms of capital Y1 - 1986 SP - 241 EP - 258 A2 - Richardson, John T2 - Handbook of Theory and Research for the Sociology of Education PB - Greenwood CY - New York M1 - Book, Section ER - TY - JOUR ID - RefID:92-uitto2011secondary A1 - Uitto, Anna A1 - Juuti, Kalle A1 - Lavonen, Jari A1 - Byman, Reijo A1 - Meisalo, Veijo T1 - Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland Y1 - 2011 VL - 17 IS - 2 SP - 167 EP - 186 N1 - doi: 10.1080/13504622.2010.522703 PB - Routledge JF - Environmental Education Research SN - 1350-4622 DA - 04/01 UR - https://doi.org/10.1080/13504622.2010.522703 UR - https://doi.org/10.1080/13504622.2010.522703 DO - 10.1080/13504622.2010.522703 M1 - Journal Article ER - TY - BOOK ID - RefID:91-oph2016perusopetuksen A1 - OPH T1 - Perusopetuksen opetussuunnitelman perusteet 2014 Y1 - 2016 SP - 1 EP - 473 T2 - Määräykset ja ohjeet 2014:96
ET - 4. painos PB - Opetushallitus CY - Helsinki M1 - Book, Whole ER - TY - JOUR ID - RefID:90-värri2011vastuu A1 - Värri, Veli-Matti T1 - Vastuu ihmisen mittana : kasvatusteoreettisia ja filosofisia näköaloja ekologiselle sivistysprojektille Y1 - 2011 VL - 36 IS - 4 SP - 27 EP - 38 KW - cultivation of pleasure KW - ecology KW - educational theory KW - ekologia KW - kasvatusteoria KW - mielihyvän kultivointi KW - moraalisubjekti KW - moral subject KW - responsibility KW - vastuu JF - Tiedepolitiikka SN - 0782-0674 M1 - Journal Article ER - TY - JOUR ID - RefID:89-salonen2015ekososiaalinen A1 - Salonen, Arto O. A1 - Bardy, Marjatta T1 - Ekososiaalinen sivistys herättää luottamusta tulevaisuuteen Y1 - 2015 VL - 35 IS - 1 SP - 4 EP - 15 AB - Ihmiskunnan tulee omaksua uudenlainen sivistyskäsitys, jossa hyvää elämää tavoitellaan yhden maapallon rajoissa. Ekososiaalisesti sivistynyt ihminen tunnistaa keskinäisriippuvuuksia ekologisen, sosiaalisen ja taloudellisen todellisuuden välillä. Pohjimmiltaan ekososiaalinen sivistys on myös talouden toimintaedellytysten varmistaja. N1 - 20 JF - Aikuiskasvatus JA - AK DA - 02/15; 2022/10 UR - https://journal.fi/aikuiskasvatus/article/view/94118 UR - https://journal.fi/aikuiskasvatus/article/view/94118 DO - 10.33336/aik.94118 M1 - Journal Article ER - TY - RPRT ID - RefID:88-bhuiyan2005social A1 - Bhuiyan, Shahjahan H. A1 - Evers, Hans-Dieter T1 - Social capital and sustainable development: Theories and concepts Y1 - 2005 SP - 1 EP - 20 PB - University of Bonn, Center for Development Research (ZEF), Bonn UR - https://nbn-resolving.de/urn:nbn:de:0202-2008091117 UR - https://nbn-resolving.de/urn:nbn:de:0202-2008091117 M1 - Report ER - TY - JOUR ID - RefID:87-asadi2008poverty A1 - Asadi, Ali A1 - Akbari, Morteza A1 - Fami, Hossain Shabanali A1 - Iravani, Hoshang A1 - Rostami, Farahnaz A1 - Sadati, Abolhasan T1 - Poverty Alleviation and Sustainable Development: The Role of Social Capital Y1 - 2008 VL - 4 IS - 3 SP - 202 EP - 215 AB - Developing countries are facing dilemmas such as un-sustainability, and poverty, (especially rural poverty). Poor people are often seen as compelled to exploit their surrounding for short-term survival and are assumed to be the ones most exposed to natural resources degradation. In order that at the first; we review the extensive theoretical literature on social capital, poverty and sustainability and demonstrate the nuanced treatment these concepts have received in this literature. Problem Statement: Current research and observations indicate that (these dilemmas) un-sustainability and rural poverty are linked. The only feasible way out of current crisis is to integrate resources. The linkage among environment/agriculture, poverty and social capital are complex and in many cases, poorly understood. The developing countries have been criticized for their inability to reduce poverty and contribute to sustainable agricultural development. Approach: there is a need for improving of social capital to integrate environment and people to alleviate poverty and receive to sustainable development. Social capital has come to be defined in a variety of ways, all of which have been linked to collective norms, values and relationships reflecting the involvement of human individuals in a common life based on family and community. Results: This study argue that social capital as a concept has over the last decade or more been gaining significance in relation to a number of linked fields of analyses, including the identification of factors influencing educational attainment, explanations of differing levels of participation, rural development and poverty alleviation. Conclusions/Recommendations: social capital enhancement appears to have direct links with farmer education in that community development is generally defined as a social learning process which serves to empower people and to involve them as citizens in collective activities aimed at socio- economic development, poverty alleviation and sustainable development. At the last, base on World Bank experience we offer these strategies such as promoting opportunity; facilitating empowerment and enhancing security to reduce poverty and to achieve sustainable development. JF - Journal of Social Sciences UR - https://thescipub.com/abstract/jssp.2008.202.215 UR - https://thescipub.com/abstract/jssp.2008.202.215 DO - 10.3844/jssp.2008.202.215 M1 - Journal Article ER - TY - JOUR ID - RefID:86-lehtonen2004environmental–social A1 - Lehtonen, Markku T1 - The environmental–social interface of sustainable development: capabilities, social capital, institutions Y1 - 2004 VL - 49 IS - 2 SP - 199 EP - 214 KW - Environmental–social interface KW - Sustainable development KW - Social capital KW - Capabilities KW - Environmental policy evaluation AB - The social dimension has commonly been recognised as the weakest ‘pillar’ of sustainable development, notably when it comes to its analytical and theoretical underpinnings. While increasing attention has lately been paid to social sustainability, the interaction between the ‘environmental’ and the ‘social’ still remains a largely uncharted terrain. Nevertheless, one can argue that the key challenges of sustainable development reside at the interfaces—synergies and trade-offs—between its various dimensions. This paper looks for preliminary ideas on frameworks for analysing the environmental–social interface. It first discusses the concept of sustainable development and the relations of the three dimensions of sustainability on the basis of the fundamental premises of neoinstitutional and ecological economics, and briefly presents the ‘bioeconomy model’. Based on this conceptualisation of sustainable development, it then goes on to analyse two popular ways of addressing the social dimension of sustainability, namely, the ‘capability approach’ of Amartya Sen, and the concept of social capital, and discusses the potential of these as bases for the analysis of the environment–social interaction. The Organisation for Economic Cooperation and Development (OECD) Environmental Performance Review (EPR) programme is presented as an example of attempts to analyse the environmental–social interface in practice. The paper concludes by noting that a single framework for studying environmental–social interface is neither feasible nor desirable. It questions the usefulness of analysing only two dimensions of sustainability at a time; and emphasises the need to situate the analysis in its context. In particular, it stresses the need to involve the potential users, as well as to take into account the planned use of the analysis and the interactions between different levels of analysis and decision-making. Capabilities and social capital can both be useful in structuring thoughts, but are not as such directly applicable as suitable analytical frameworks. In particular, they do not provide adequate tools for examining the social preconditions for institutional change needed for environmentally sustainable development. N1 - ID: 271867 JF - Ecological Economics JA - Ecol.Econ. SN - 0921-8009 DA - 1 June 2004 UR - https://www.sciencedirect.com/science/article/pii/S092180090400076X UR - https://www.sciencedirect.com/science/article/pii/S092180090400076X DO - https://doi.org/10.1016/j.ecolecon.2004.03.019 M1 - Journal Article ER - TY - JOUR ID - RefID:85-pedro2020bridging A1 - Pedro, Eugénia D. A1 - Leitão, João A1 - Alves, Helena T1 - Bridging Intellectual Capital, Sustainable Development and Quality of Life in Higher Education Institutions Y1 - 2020 VL - 12 IS - 2 SP - 1 EP - 27 KW - higher education institutions KW - intellectual capital KW - performance KW - quality of life KW - sustainable development AB - This paper analyses the relationship between the intellectual capital of higher education institutions (HEIs) and their sustainable development practices, and assesses whether higher education institutions’ sustainable development practices are related to their stakeholders’ quality of life. Using a structural equation model, two model specifications are estimated, gathering primary data from a convenience sample composed of 738 full-time students and 587 teachers/researchers at seven Portuguese higher education institutions. The findings reveal that intellectual capital influences sustainable development practices directly and positively, whereas sustainable development practices influence students’ quality of life in a significant way, although the same is not verified for teachers/researchers. These findings provide insightful implications for policy-making and intellectual capital management for practices in higher education institutions; firstly, by showing that the sustainable development concept is associated with HEIs’ practices of economic, environmental, social and organisational sustainability; secondly, by concluding that public Portuguese HEIs need to improve the social dimension of their sustainable development practices, and here there may be room for improvement in the institution through better and more proficient social engagement that is more directed to the challenges of sustainability and social change; and thirdly, by showing that the inclusion of better sustainable practices has repercussions on the quality of life of all stakeholders. JF - Sustainability SN - 2071-1050 DO - 10.3390/su12020479 M1 - Journal Article ER - TY - JOUR ID - RefID:84-ojala2013coping A1 - Ojala, Maria T1 - Coping with Climate Change among Adolescents: Implications for Subjective Well-Being and Environmental Engagement Y1 - 2013 VL - 5 IS - 5 SP - 2191 EP - 2209 KW - climate change skepticism KW - environmental efficacy KW - global climate change KW - meaning-focused coping KW - negative affect KW - optimism KW - pro-environmental behavior KW - problem-focused coping KW - subjective well-being AB - The objective of this questionnaire study was to investigate how Swedish adolescents (n = 321) cope with climate change and how different coping strategies are associated with environmental efficacy, pro-environmental behavior, and subjective well-being. The results were compared to an earlier study on 12-year-olds, and the same coping strategies, problem-focused coping, de-emphasizing the seriousness of the threat, and meaning-focused coping, were identified. As in the study on children, problem-focused and meaning-focused coping were positively related to felt efficacy and environmental behavior, while de-emphasizing the threat was negatively related to these measures. As expected, the more problem-focused coping the adolescents used, the more likely it was that they experienced negative affect in everyday life. This association was explained by the tendency for highly problem-focused adolescents to worry more about climate change. In contrast, meaning-focused coping was positively related to both well-being and optimism. When controlling for well-known predictors such as values and gender, meaning-focused and problem-focused coping were independent positive predictors of environmental efficacy and pro-environmental behavior, while de-emphasizing the threat was a negative predictor of pro-environmental behavior. The results are discussed in relation to coping theories and earlier studies on coping with climate change. JF - Sustainability SN - 2071-1050 DO - 10.3390/su5052191 M1 - Journal Article ER - TY - JOUR ID - RefID:83-hermans2017ninth A1 - Hermans, Mikaela A1 - Korhonen, Johan T1 - Ninth graders and climate change: Attitudes towards consequences, views on mitigation, and predictors of willingness to act Y1 - 2017 VL - 26 IS - 3 SP - 223 EP - 239 N1 - doi: 10.1080/10382046.2017.1330035 PB - Routledge JF - International Research in Geographical and Environmental Education SN - 1038-2046 DA - 07/03 UR - https://doi.org/10.1080/10382046.2017.1330035 UR - https://doi.org/10.1080/10382046.2017.1330035 DO - 10.1080/10382046.2017.1330035 M1 - Journal Article ER - TY - JOUR ID - RefID:82-uitto2015participatory A1 - Uitto, Anna A1 - Boeve-de Pauw, Jelle A1 - Saloranta, Seppo T1 - Participatory school experiences as facilitators for adolescents' ecological behavior Y1 - 2015 VL - 43 SP - 55 EP - 65 KW - Self-reported ecological behavior KW - Adolescent KW - Value KW - Norm KW - Self-efficacy KW - Experience KW - Agency AB - This study investigates how sustainability-related in-school experiences, through psycho-social variables, influence adolescents' out-of-school general ecological intentions and behaviors. Data from a nationally representative sample of 2361 Finnish adolescents was used to test a hypothetical model. Effects of school experiences were studied using structural equation modeling. Excellent model fit showed that in-school agency and prosocial experience enhance adolescents' pro-environmental values, personal norms and self-efficacy for general ecological behavior. Ecological and pro-environmental intentions and behaviors outside of school were strengthened by the psycho-social constructs, especially by pro-environmental value and self-efficacy. In-school agency and prosocial experiences had stronger effects on psycho-social constructs, while the effect of ecological experiences was low. The model suggests that school's sustainability education should not provide only ecological experiences, but more importantly connect pro-social and agency experiences through an approach that emphasizes pro-environmental values and self-efficacy for general ecological behavior. N1 - ID: 272402 JF - Journal of Environmental Psychology JA - J.Environ.Psychol. SN - 0272-4944 DA - September 2015 UR - https://www.sciencedirect.com/science/article/pii/S0272494415300086 UR - https://www.sciencedirect.com/science/article/pii/S0272494415300086 DO - https://doi.org/10.1016/j.jenvp.2015.05.007 M1 - Journal Article ER - TY - JOUR ID - RefID:81-behtoui2017social A1 - Behtoui, Alireza T1 - Social capital and the educational expectations of young people Y1 - 2017 VL - 16 IS - 4 SP - 487 EP - 503 AB - The aim of this study is to explore the determinants of the educational expectations of young people in disadvantaged urban areas in three large cities in Sweden. In addition to the conventional predictors such as parental resources (economic and cultural capital) and demographic characteristics (such as age, gender, immigration background), this study examines the impact of the different types of social capital (both within-family and extra-familial), on the educational ambitions of these young people. The results indicate that the class background of the respondents, together with the demographic characteristics of young people, are important predictors of their educational ambition. Different forms of social capital also explain a significant part of the variance in students? educational expectations.; The aim of this study is to explore the determinants of the educational expectations of young people in disadvantaged urban areas in three large cities in Sweden. In addition to the conventional predictors such as parental resources (economic and cultural capital) and demographic characteristics (such as age, gender, immigration background), this study examines the impact of the different types of social capital (both within-family and extra-familial), on the educational ambitions of these young people. The results indicate that the class background of the respondents, together with the demographic characteristics of young people, are important predictors of their educational ambition. Different forms of social capital also explain a significant part of the variance in students? educational expectations. N1 - doi: 10.1177/1474904116682248; 18 PB - SAGE Publications JF - European Educational Research Journal SN - 1474-9041 DA - 07/01; 2022/10 UR - https://doi.org/10.1177/1474904116682248 UR - https://doi.org/10.1177/1474904116682248 DO - 10.1177/1474904116682248 M1 - Journal Article ER - TY - JOUR ID - RefID:80-archer2014adolescent A1 - Archer, Louise A1 - DeWitt, Jennifer A1 - Willis, Beatrice T1 - Adolescent boys' science aspirations: Masculinity, capital, and power Y1 - 2014 VL - 51 IS - 1 SP - 1 EP - 30 KW - science aspirations KW - boys KW - masculinity KW - Bourdieu AB - Abstract There is widespread international concern about post-16 participation rates in science, with women's under-representation constituting a particular issue. This paper contributes to these debates through a novel, critical examination of the role of masculinity within boys' negotiations of science aspirations. Drawing on a UK longitudinal study of children's science and career aspirations from age 10 to 14 (including a survey of over 9,000 (Year 6, age 10/11) and 5,600 (Year 8, age 12/13) pupils in England and repeat individual interviews with 92 children (at age 10/11) and 85 (age 12/13), the paper focuses in-depth on repeat interviews with 37 boys. We identify five discursive performances of masculinity, which are related to the boys' (science) aspirations: two are associated with science/related aspirations (termed ?young professors? and ?cool/footballer scientists?) and three characterize boys who aspire otherwise (?behaving/achieving? boys; ?popular masculinity? boys and ?laddish? boys). Classed patterns across these five discourses are then explored through two cross-cutting phenomena, (1) popular constructions of science as ?brainy?/?smart? and (2) the uneven social distribution of ?science capital,? explaining how each of these are implicated facilitating middle-class boys' identifications from/with science and dissuading working-class boys' aspirations. We argue that these analyses illuminate an orthodoxy of science careers which maps closely on to current patterns of participation in post-16 science and which impacts powerfully on who can/not conceive of a career in science as being ?for me.? ? 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 1?30, 2014 N1 - https://doi.org/10.1002/tea.21122; 18 PB - John Wiley & Sons, Ltd JF - Journal of Research in Science Teaching JA - J Res Sci Teach SN - 0022-4308 DA - 01/01; 2022/10 UR - https://doi.org/10.1002/tea.21122 UR - https://doi.org/10.1002/tea.21122 DO - https://doi.org/10.1002/tea.21122 M1 - Journal Article ER - TY - GEN ID - RefID:79-naukkarinen2020wip: A1 - Naukkarinen, Johanna A1 - Koikkalainen, Kati T1 - WIP: All-inclusive Outreach: A Long-term Cooperation Process Between a Finnish Mid-sized University and a Mid-sized Town Y1 - 2020 AB - The paper introduces ongoing cooperation between a Finnish university and the school authorities of a local town. The work started in 2017 as a project in which the educational activities carried out by university staff and students were systematically built into the curricula of all the school levels from preschool to high school in the town. The objective of the cooperation is to increase all the children's interest in science, technology, research, and sustainable business, develop their skills for academic studies, and enhance their opportunities to build a sustainable future. The activities also aim at engaging children’s families to promote sustainability in their home city. The planning of the scheme was carried out in workshops involving both university staff and school teachers from different levels. It resulted in a set of activities for all the preschoolers, 3rd, 5th, and 8th graders, and secondary high school students in the topic areas of clean energy, clean water, circular economy, sustainable business and entrepreneurship, and sustainable living. The topics arise from the University's research areas. The activities were piloted in the academic year of 2018–19, and the whole cooperation program has been under way from the autumn 2019 onwards. The work is not regarded as a development project but a permanent form of cooperation, which is an integral part of the curricula of all the schools. To evaluate the effects of the educational activities on children's thinking, a survey on conceptions of and attitudes towards science, technology, sustainability, and entrepreneurship was devised based on published instruments such as PATT and ROSE questionnaires, complemented by some new questions. The first version of the survey was administered to the ninth graders in May 2019. The collected data will be used primarily for developing (and shortening) the survey, but the data may, to some extent, also serve as baseline data as the respondents of this first round had not been exposed to any of the cooperation activities. The developed survey will be administered yearly to all the ninth grade students in the town to monitor possible changes in the mindset and educational aspirations of the children. The paper describes the planning and implementation process of the cooperation as well as the actual activities in schools in more detail and discusses the implications of the cooperation for both the university and the municipality so far. The survey to monitor the students’ thinking and its intended use in the future will also be presented. PB - ASEE Conferences CY - Virtual On line DA - 06/22 UR - https://peer.asee.org/35522 UR - https://peer.asee.org/35522 DO - 10.18260/1-2--35522 M1 - Generic ER - TY - JOUR ID - RefID:78-naukkarinen2021integrated A1 - Naukkarinen, Johanna A1 - Jouhkimo, Laura T1 - Toward Integrated and Inclusive Education for Sustainability with School–University Cooperation Y1 - 2021 VL - 13 IS - 22 SP - 1 EP - 12 KW - STEAM education KW - education for sustainable development KW - gender diversity KW - inclusion KW - perceptions of sustainability KW - school–university cooperation AB - Sustainable development has been a topic in the Finnish core curriculum for several years, but integrating this cross-cutting theme into a subject-based curriculum is perceived to be difficult. Hence, the city of Lappeenranta has developed its own educational model to support the development of pupils’ ecosocial attitudes and abilities. This study evaluates the implemented educational model by empirically examining the pupils’ perceptions of sustainability as well as studying differences between different groups of pupils. Analysis methods consisted of a combination of factor analysis, linear regression, and statistical tests for group differences. Young people were discovered to hold three different kinds of orientations to environmental issues and ecological sustainability. These were coupled with different perceptions of science, technology, and business in a way that indicates three different types of perceptions of a more holistic conception of sustainability. The significant differences in the sustainability-related perceptions between girls and boys as well as between pupils with different educational aspirations suggest that in the future, special attention needs to be paid to develop the educational model for better equity and inclusivity. JF - Sustainability SN - 2071-1050 DO - 10.3390/su132212486 M1 - Journal Article ER -