Maija Aksela
Biographic Data
| ID | 3053770 |
|---|---|
| NAME | Maija Aksela |
| GIVEN NAMES | Maija |
| FAMILY NAME | Aksela |
| SIGNATURE | AKSELA M |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-9552-248X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Meaningful Learning in Finnish Mathematics Teaching Online In-Service Training: Two Denotations
In this research, we investigated learning during online in-service training for teachers of mathematics. It is recognised that the need to develop professional knowledge and skills continues throughout one’s career, and this is highly applicable to the teaching profession. In the study, we applied the Meaningful Learning model as a theoretical lens. Data were collected through questionnaires completed three times (first time measuring expectatio…
Promoting institutional collaboration through a joint project-based learning course: A case study of upper secondary school and university students’ experienced relevance
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: A Study on Chemists’ Use of Systems Thinking across Ecological, Economic, and Social Domains
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…
Promoting Sustainability Together with Parents in Early Childhood Education
This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback …
Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory
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…
Constructing a Novel E-Learning Course, Educational Computational Chemistry through Instructional Design Approach in the TPASK Framework
The educational scenario after the COVID-19 confinement presents new challenges for teachers. Technological advances require teachers to be prepared for instruction through technology, and with this, the need for e-learning courses arose to strengthen this knowledge. This article aims to describe an innovative e-learning course in Educational Computational Chemistry (ECC) for in-service chemistry teachers through an Instructional Design (ID) that…
Supporting the Transition to Higher Education: Finnish Principals’ Views on Opportunities and Challenges of Institutional Cooperation
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. …
Teachers’ Expectations and Perceptions of the Relevance of Professional Development Moocs
Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and…
Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education
To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science te…
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…
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…
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…
Teachers’ Expectations and Perceptions of the Relevance of Professional Development Moocs
Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and…
Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education
To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science te…
Constructing a Novel E-Learning Course, Educational Computational Chemistry through Instructional Design Approach in the TPASK Framework
The educational scenario after the COVID-19 confinement presents new challenges for teachers. Technological advances require teachers to be prepared for instruction through technology, and with this, the need for e-learning courses arose to strengthen this knowledge. This article aims to describe an innovative e-learning course in Educational Computational Chemistry (ECC) for in-service chemistry teachers through an Instructional Design (ID) that…
Supporting the Transition to Higher Education: Finnish Principals’ Views on Opportunities and Challenges of Institutional Cooperation
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. …
Promoting institutional collaboration through a joint project-based learning course: A case study of upper secondary school and university students’ experienced relevance
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: A Study on Chemists’ Use of Systems Thinking across Ecological, Economic, and Social Domains
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…
Promoting Sustainability Together with Parents in Early Childhood Education
This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback …
Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory
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…
Meaningful Learning in Finnish Mathematics Teaching Online In-Service Training: Two Denotations
In this research, we investigated learning during online in-service training for teachers of mathematics. It is recognised that the need to develop professional knowledge and skills continues throughout one’s career, and this is highly applicable to the teaching profession. In the study, we applied the Meaningful Learning model as a theoretical lens. Data were collected through questionnaires completed three times (first time measuring expectatio…
Mathematics education (9 works) · Psychology (9 works) · Pedagogy (8 works) · Political science (5 works) · Computer Science (4 works) · Science education (4 works) · Sociology (4 works) · Engineering (3 works) · Faculty Development (3 works) · Professional development (3 works)