Sakari Tolppanen
Biographic Data
| ID | 3053769 |
|---|---|
| NAME | Sakari Tolppanen |
| GIVEN NAMES | Sakari |
| FAMILY NAME | Tolppanen |
| SIGNATURE | TOLPPANEN S |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0001-8419-9763 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Towards holistic and interdisciplinary education for sustainable development: An analysis of English-medium ESD master’s programs in Europe
Purpose Education for Sustainable Development (ESD) is critical in providing individuals with the information and abilities required to promote and achieve the United Nations’ Sustainable Development Goals. This study aims to present a thorough overview of ESD master’s programmes programmes across Europe, the subjects and issues that these programmes address and most importantly, how these themes are connected. Design/methodology/approach This st…
Career entry motivations and teaching perceptions of science preservice teachers: A comparison of trends between Finland and South Korea
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
Willingness to mitigate climate change: The role of knowledge, trust, and engagement
The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a tran…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
Climate change competence—a view of professionals advancing climate change action
Climate change education implementation: The voices of policymakers, professional development providers, and teachers in five countries
Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based climate change curricula at a cross-country national level is scarce. This study examined the perceptions of educators and educational leaders active in climate change education (CCE) in relation to: CC knowledge, representation in the curriculum, content and …
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Climate Competencies of Finnish Gifted and Average-Ability High School Students
In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is…
A cross-country comparison of climate change in middle school science and geography curricula
The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7–10) across six countries (Australia, Israel, Finland, Indonesia, Canada and England). The authors investigated formal published national curriculum documents, specifically science …
Paradigm shift: Changes in willingness to take pro-environmental behavior in the midst of the Covid pandemic among European pre-service teachers
The COVID-19 pandemic triggered a societal paradigm shift in the way people work, dine, travel, and live. Though environmental concerns were not the main reason behind this paradigm shift, there are lessons to be learned about how such societal paradigm shifts may also impact individuals’ pro-environmental attitudes. Therefore, this study, conducted in Finland and Spain, examined pre-service teachers’ knowledge and willingness to take actions to …
The blame-game: Pre-service teachers views on who is responsible and what needs to be done to mitigate climate change
To mitigate climate change, immediate actions are needed, but who is responsible for taking these actions and what actions will people support? This article examines pre-service teachers' (N = 230) views on who is responsible for mitigating climate change and what they perceive as the most effective ways to do so. The data consist of essays, analysed through inductive and deductive content analysis. The findings show that although pre-service tea…
Limits of caring: Pre-service teachers’ reasons for not taking high-impact actions to mitigate climate change
In order to mitigate climate change, individuals need to make lifestyle changes that help reduce carbon emissions. As teachers play an important role in modeling pro-environmental behavior to their students, this study investigated whether there are some types of climate actions which pre-service teachers themselves are most reluctant to take. The findings show that the participants were especially reluctant to change their travel habits, car-use…
Bicycle model on climate change education: Presenting and evaluating a model
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science
This study investigated the number and nature of gifted female and male students' scientific, societal, and moral questions concerning science. The participants (N=658) of this study were 16–19-year-old international students from 55 countries and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools, and they had…
Bicycle model on climate change education: Presenting and evaluating a model
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
Climate change education implementation: The voices of policymakers, professional development providers, and teachers in five countries
Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based climate change curricula at a cross-country national level is scarce. This study examined the perceptions of educators and educational leaders active in climate change education (CCE) in relation to: CC knowledge, representation in the curriculum, content and …
Limits of caring: Pre-service teachers’ reasons for not taking high-impact actions to mitigate climate change
In order to mitigate climate change, individuals need to make lifestyle changes that help reduce carbon emissions. As teachers play an important role in modeling pro-environmental behavior to their students, this study investigated whether there are some types of climate actions which pre-service teachers themselves are most reluctant to take. The findings show that the participants were especially reluctant to change their travel habits, car-use…
A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science
This study investigated the number and nature of gifted female and male students' scientific, societal, and moral questions concerning science. The participants (N=658) of this study were 16–19-year-old international students from 55 countries and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools, and they had…
Climate change competence—a view of professionals advancing climate change action
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science
This study investigated the number and nature of gifted female and male students' scientific, societal, and moral questions concerning science. The participants (N=658) of this study were 16–19-year-old international students from 55 countries and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools, and they had…
Bicycle model on climate change education: Presenting and evaluating a model
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
The blame-game: Pre-service teachers views on who is responsible and what needs to be done to mitigate climate change
To mitigate climate change, immediate actions are needed, but who is responsible for taking these actions and what actions will people support? This article examines pre-service teachers' (N = 230) views on who is responsible for mitigating climate change and what they perceive as the most effective ways to do so. The data consist of essays, analysed through inductive and deductive content analysis. The findings show that although pre-service tea…
Limits of caring: Pre-service teachers’ reasons for not taking high-impact actions to mitigate climate change
In order to mitigate climate change, individuals need to make lifestyle changes that help reduce carbon emissions. As teachers play an important role in modeling pro-environmental behavior to their students, this study investigated whether there are some types of climate actions which pre-service teachers themselves are most reluctant to take. The findings show that the participants were especially reluctant to change their travel habits, car-use…
A cross-country comparison of climate change in middle school science and geography curricula
The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7–10) across six countries (Australia, Israel, Finland, Indonesia, Canada and England). The authors investigated formal published national curriculum documents, specifically science …
Paradigm shift: Changes in willingness to take pro-environmental behavior in the midst of the Covid pandemic among European pre-service teachers
The COVID-19 pandemic triggered a societal paradigm shift in the way people work, dine, travel, and live. Though environmental concerns were not the main reason behind this paradigm shift, there are lessons to be learned about how such societal paradigm shifts may also impact individuals’ pro-environmental attitudes. Therefore, this study, conducted in Finland and Spain, examined pre-service teachers’ knowledge and willingness to take actions to …
Climate Competencies of Finnish Gifted and Average-Ability High School Students
In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is…
Career entry motivations and teaching perceptions of science preservice teachers: A comparison of trends between Finland and South Korea
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
Willingness to mitigate climate change: The role of knowledge, trust, and engagement
The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a tran…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
Climate change competence—a view of professionals advancing climate change action
Climate change education implementation: The voices of policymakers, professional development providers, and teachers in five countries
Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based climate change curricula at a cross-country national level is scarce. This study examined the perceptions of educators and educational leaders active in climate change education (CCE) in relation to: CC knowledge, representation in the curriculum, content and …
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Towards holistic and interdisciplinary education for sustainable development: An analysis of English-medium ESD master’s programs in Europe
Purpose Education for Sustainable Development (ESD) is critical in providing individuals with the information and abilities required to promote and achieve the United Nations’ Sustainable Development Goals. This study aims to present a thorough overview of ESD master’s programmes programmes across Europe, the subjects and issues that these programmes address and most importantly, how these themes are connected. Design/methodology/approach This st…
Environmental Education and Sustainability (13 works) · Psychology (13 works) · Pedagogy (12 works) · Climate Change Communication and Perception (11 works) · Climate change (9 works) · Political science (9 works) · Sociology (9 works) · Ecology (8 works) · Environmental education (7 works) · Mathematics education (6 works)