Eija Yli‐Panula
Biographic Data
| ID | 7859416 |
|---|---|
| NAME | Eija Yli‐Panula |
| GIVEN NAMES | Eija |
| FAMILY NAME | Yli‐Panula |
| SIGNATURE | PANULA E Y |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0001-8774-6566 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Subject Student Teachers’ Perceptions of Key Environmental Problems and Their Own Role as Environmental Problem Solvers
Teachers play a crucial role in supporting the development of students’ environmental knowledge and skills for responding to environmental change, but previous research has not sufficiently explored teachers’ perceptions of this matter. The article reports on a survey aimed at studying subject student teachers’ (SSTs, n = 113) perceptions of environmental problems, their interest in sustainable development (SD) and their own role as environmental…
Finnish University Students’ Views on Climate Change Education and Their Own Ability to Act as Climate Educators
Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structu…
High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interes…
Argumentation within Upper Secondary School Student Groups during Virtual Science Learning
In many studies, the focus has been on students’ written scientific argumentation rather than on their spoken argumentation. The main aim of this study was to relate the quality of spoken argumentation to groups’ learning achievement during a collaborative inquiry task. The data included video recordings of six groups of three upper secondary students performing a collaborative inquiry task in a virtual learning environment. The target groups wer…
Analysis of Airborne Betula Pollen in Finland; a 31-Year Perspective
In this 31-year retrospective study, we examined the influence of meteorology on airborne Betula spp. (birch) pollen concentrations in Turku, Finland. The seasonal incidence of airborne birch pollen in Turku occurred over a brief period each year during spring (April 30 - May 31). Mean peak concentrations were restricted to May (May 5 to 13). Statistically significant increases in the annual accumulated birch pollen sum and daily maximum values w…
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Analysis of Airborne Betula Pollen in Finland; a 31-Year Perspective
In this 31-year retrospective study, we examined the influence of meteorology on airborne Betula spp. (birch) pollen concentrations in Turku, Finland. The seasonal incidence of airborne birch pollen in Turku occurred over a brief period each year during spring (April 30 - May 31). Mean peak concentrations were restricted to May (May 5 to 13). Statistically significant increases in the annual accumulated birch pollen sum and daily maximum values w…
Argumentation within Upper Secondary School Student Groups during Virtual Science Learning
In many studies, the focus has been on students’ written scientific argumentation rather than on their spoken argumentation. The main aim of this study was to relate the quality of spoken argumentation to groups’ learning achievement during a collaborative inquiry task. The data included video recordings of six groups of three upper secondary students performing a collaborative inquiry task in a virtual learning environment. The target groups wer…
High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interes…
Finnish University Students’ Views on Climate Change Education and Their Own Ability to Act as Climate Educators
Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structu…
Subject Student Teachers’ Perceptions of Key Environmental Problems and Their Own Role as Environmental Problem Solvers
Teachers play a crucial role in supporting the development of students’ environmental knowledge and skills for responding to environmental change, but previous research has not sufficiently explored teachers’ perceptions of this matter. The article reports on a survey aimed at studying subject student teachers’ (SSTs, n = 113) perceptions of environmental problems, their interest in sustainable development (SD) and their own role as environmental…
Mathematics education (4 works) · Psychology (4 works) · Climate Change Communication and Perception (3 works) · Computer Science (3 works) · Ecology (3 works) · Educational Strategies and Epistemologies (3 works) · Environmental Education and Sustainability (2 works) · Epistemology (2 works) · Pedagogy (2 works) · Sociology (2 works)