|Language of instruction
Finnish, English for ITE
After completing the course student can:
- explain biodiversity of organisms, function of ecosystem and the meaning of ecosystem services to nature, human and society
- apply geographical thinking to teaching of natural and human geography phenomena
- analyze different kinds of maps and geomedia and apply them to teaching of geographical contents
- apply different scientific research and observation skills to study nature and close environment
- combine different teaching methods to enhance environmental awareness
- plan and implement teaching which enhances primary school student health skills
- plan and implement inquiry-based teaching lessons
- evaluate primary school student’s environmental studies skills based on the objectives set on teaching
- Species identification
- Bio- and geodiversity
- Ecosystems and ecosystemservices
- Mapinterpretation and geomedia
- Regional observing and geographical thinking in natural and human geography
- Weather and climate
- Sectors of health education
- The values in biology, geography and health education subject disciplines
|Learning activities and teaching methods
Large group teaching 20 h, small group teaching 20 h and independent work 95 h.
Students in the Primary Teacher Education programme and minor subject students with a separate right to pursue the studies
|Prerequisites and co-requisites
|Recommended optional programme components
This course is part of multidisciplinary studies in the subjects and cross curricular themes taught in basic education.
|Recommended or required reading
- Juuti, K. (toim.) (2016). Ympäristöoppia opettamaan. PS-Kustannus, Juva.
- Cantell, H., Rikkinen, H. & Tani, S. 2007. Maailma minussa - minä maailmassa. Maantieteen opettajan käsikirja.
- Eloranta, V., Jeronen, E. & Palmberg, I. (toim.) (2005). Biologia eläväksi. Biologian didaktiikka.
- Jeronen, E., Välimaa, R., Tyrväinen, H. & Maijala, H. (toim.) (2009). Terveystietoa oppimaan ja opettamaan.
- Harlen, W. & Qualter, A. (2016). The Teaching of Science in Primary Schools. Routledge, New York.
- Butt, G. (ed.) (2011). Geography, education and the future. Bloomsbury, London
|Assessment methods and criteria
Active participation in teaching, completion of course assignments
- 0=The student’s performance is incomplete or deficient and it does not indicate any learning in line with the expected learning outcomes.
- 1=The student shows a minor degree of learning in line with the learning outcomes, but his/her attainment remains superficial or lacking in terms of one or more objectives. The student is not really applying or using essential theoretical course materials at all.
- 2=The student’s accomplishment is in line with the expected learning outcomes, but it only indicates superficial ability. The performance shows narrow and limited assimilation of the theoretical substance on the level of retention.
- 3=The student’s performance is in line with the expected outcomes. The student processes and analyzes essential theoretical course materials at the level of retention and description, but without being able to apply or analyze them.
- 4=The student’s performance is in line with the expected outcomes. S/he shows that s/he has a comprehensive familiarity with the essential theoretical substance of the course and knows how to apply it in a purposeful manner.
- 5=The student exhibits a knowledge that is in line with the learning outcomes in a deep, wide and varied manner. S/he shows her/his ability to describe, evaluate and analyze essential theoretical course materials and to use and apply it in a purposeful manner.
Environmental studies I (406053A) must be completed before attending Environmental studies II (406054A) course.