Johannes Pernaa

Datos Biográficos

ID9860813
NOMBREJohannes Pernaa
NOMBRESJohannes
APELLIDOPernaa
FIRMAPERNAA J
AFILIACIONESUniversity of Helsinki
ORCID0000-0003-1735-5767
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS0
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2021
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H0

  • Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education

    Open AccessJohannes Pernaa, Miha Ambrož et al.ARTICLEEducation Sciences2025

    Project-based learning provides a common context for STEM education at all educational levels. However, before future chemistry teachers can implement it in their teaching, they need to have experience in completing complex projects by themselves. According to previous research, an engineering perspective in STEM projects has been difficult to implement. Therefore, this design-based research project focuses on producing pedagogical resources for …

  • Promoting institutional collaboration through a joint project-based learning course

    Open AccessTopias Ikävalko, Johannes Pernaa et al.ARTICLEFrontiers in Education2024

    There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to working life. In this research, collaboration was conducted through a joint course between upper secondary school and university, which addressed global challenges by using a project-b…

  • Lessons for Sustainable Science Education

    Open AccessEmmi Vuorio, Johannes Pernaa et al.ARTICLEEducation Sciences2024

    This paper explores how concept maps can be structured based on researcher narration as a systems thinking (ST) approach in science education to portray the systemic nature of developmental work by chemists on solutions related to sustainability. Sustainability cannot be achieved without a systemic approach that considers all the domains of prosperity and well-being—ecological, social, and economic. Science education must respond to this challeng…

  • Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

    Open AccessOuti Haatainen, Johannes Pernaa et al.ARTICLEEducation Sciences2024

    This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Dat…

  • Supporting the Transition to Higher Education

    Open AccessTopias Ikävalko, Johannes Pernaa et al.ARTICLEEducation Sciences2023

    The transition from upper secondary school to higher education is a major change in students’ lives. Supporting students to make informed decisions based on a realistic view of higher education is one of the key elements to ensuring their motivation in future studies. Cooperation between upper secondary and higher education is one model for providing students with realistic views. However, little research has been produced from this cooperation. …

  • The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning

    Open AccessJosé Hernández-Ramos, Johannes Pernaa et al.ARTICLEEducation Sciences2021

    Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed…