Teachers’ course report Finland

16th June 2010, Yundola, Bulgaria

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Content

1. Teacher course1.1 Programme

1.2 Participants

1.3 Evaluation

2. Case Forest methodology

2.1 Problems

2.2 Possibilities

2.3 Users

2.4 Dissemination of results

1.1 Programme

• Two days course

• Places

• the University of Eastern Finland, Savonlinna, Department of Teacher Education

• Punkaharju in the Forest museum Lusto and Finnish Forest Research Institute

at the university

2nd day

Introduction to the first stage of the method by our teachers

First short guided tours in the museum and forest area

1st day

in museum/forest

1.2 ParticipantsEight teachers

• 1 in teacher in pre-school

• 1 teacher in primary school» Teaching 12-13 years old pupils

• 1 teacher in secondary school» Teaching 13-16 years old pupils (biology teacher)

• 5 other: professor, steiner pedagogy/forest ecology student, 3 teacher students

1.2 Participants

Have you taught about forests before?

1

2

10 0 0

4

1 2 3 4 5 6 7

1 No, never - 7 Yes many times

1 No, never - 7 Yes many times

Have you taught about sustainable development before?

1

2

1

0

2

0

2

1 2 3 4 5 6 7

1.2 Participants

1.3 Evaluation

Did you learn something new during the course? -mean 5,0

0 0 0

32

3

0

1 2 3 4 5 6 7

1 No, nothing - 7 Yes, everything was new to me

Will you use something you learned during the course in your work? -mean 6,0

0 0 0 0

2

4

2

1 2 3 4 5 6 7

1 No, nothing was useful - 7 Yes, I will try everything

1.3 Evaluation

What do you think about the Case Forest methodology? -mean 6,4

1 Very bad - 7 Very good

0 0 0 01

34

1 2 3 4 5 6 7

1.3 Evaluation

What is good with the methodology…

11/9

child central way of learningStarts form the childpupils’s active

thinking and learning

the problem “looks like the child”

functionality

a new approach to learning and teaching

research comes closer

In the research arises alive interest to the subject

integrating subjects

adult pays attention to the child!

Do you think the course was well arranged? -mean 6,3

How well has the course full filled the expectations you had before the course?

-mean 6,4

1.3 Evaluation

COMMENTS: The course gave me more then I had expected. It was really important to think about the issue also from educational and theoretical point of view.

The course touched my experiences and mind, and many ways my thoughts about functional methods.

Good instructions, and not so much independent, lonely working, instead group working and changing thoughts.

2.1 Problems

• lack of time• the structure of the school system

(e.g. separated subjects and lessons)• general attitude of pupils, colleagues and principal

Half of the course participants mentioned some problems in using the method at their own school

2.2 Possibilities

• requires a new kind of thinking practical examples and

experiences are needed it has to be emphasized that many

different aims of different subjects can be reached

- the new Finnish curriculum?

FORESTS AS AN INTEGRATIVE TOPIC IN TEACHING CASE FOREST IS ONE TOOL FOR THAT

2.3 UsersTEACHERS IN:KINDERGARDEN

PRIMARY SCHOOL SECONDARY SCHOOL

… in the future the 4H actors too (?)

Teacher studentsin internships

Our primary school teachers

Teachers at the course

colleagues

2.4 Dissemination of results

new course for teachers and/or

4H actors (?)

Webpage & newsletterswww.oppimispolku.fi MATERIAL & NEWS

Workshops in the national forest

pedagogy day

The 5th European Forest Pedagogics Congress,

October 2010 in Finland

Forest learning trial network

(Finland)

The swedish materialTapio