Graduate Studies

Students studying to become chemistry teachers are 'tuned' into evidence-based education through chemistry education courses, a research seminar and a Master's Thesis in addition to basic chemistry courses in the Department.

Table 1. Unit of Chemistry Teacher Education organised courses and their timetables.

Implementation of evidence-based education during the courses

These courses deal with chemistry and its learning through four different perspectives utilising research information: i) The nature of chemical and information structure of chemistry in school education, ii) Concepts and phenomena in chemistry and understanding them, iii) Supporting concept building in chemistry through a variety of study environments, and iv) Applied chemistry in teaching. The concepts and phenomena in chemistry are handled on four levels: macroscopic, microscopic, symbolic, and human. The subject didactics studies at the Department of Teacher Education include teaching methodology, teaching evaluation and teaching research methodologies.

In addition to research information on chemistry or its teaching, the theoretical background for the planning has been provided by the criteria of meaningful learning (target orientation, activeness, constructivism, cooperation, dialogue and interaction, authenticity and reflectivity, e.g. Jonassen, 1999), research information on the higher-order thinking skills and supporting understanding of chemistry (e.g. Aksela, 2005; Anderson & Krathwohl, 2001), and on collaborative learning, as well as the use of information and communications technology (e.g. Aksela, 2004).

Creation of knowledge is understood to be a social and collaborative process. Everyone can learn something new all the time in social interaction between, for example, colleagues, researchers and students. Particular attention in planning the courses has been paid to the challenges of chemistry teaching at schools in Finland (e.g. Aksela & Juvonen, 1999; Aksela & Karjalainen, 2008).

Research articles both in Finnish and English are used as materials in the courses. The students become acquainted with, for example, the challenges of learning and teaching, the key themes in chemistry and with various learning environments that support chemistry learning. At the same time, the students familiarise themselves with the central concepts in their field, become accustomed to using them, and learn how to apply their knowledge in their theses and postgraduate work.

The students are supported in their development into research-oriented teachers through topical seminars and conferences. The students have participated in the national Chemistry Teaching Forum, where students acquaint themselves with the most recent research on chemistry and chemistry education and have the opportunity to meet researchers and teachers of chemistry and chemistry education. The implementation of education emphasises communality, the importance of a support network and information about various interaction opportunities.

In order to support lifelong learning, studies employ work methods that support natural interaction with university, with chemistry teachers working in the field and with other cooperation parties supporting chemistry teaching. The aim of education is to support chemistry teachers in their development into a research-oriented teacher throughout their entire professional career in a natural interaction with the university through the LUMA operations (National LUMA Centre) of the Centre for Chemistry Education operating within the Unit.

The development into a research-oriented teacher is supported by as varied teaching methods as possible. For example, working methods in the courses include interactive lectures, pair and group work (various tasks, project assignments or research assignments), functional school, museum or enterprise visits, as well as debates and discussions

The students are trained to recognise and use their higher-order thinking skills: adaptation, analysis, evaluation and creation of new knowledge (Anderson & Krathwohl, 2001).

The courses utilise modern information and communications technology in information retrieval, processing, analysing and producing information. For example, the Moodle learning environment utilised in the courses offers materials on research, an output folder for each student’s own assignments or shared materials and a discussion forum.