Outi Haatainen
Biographic Data
| ID | 9973746 |
|---|---|
| NAME | Outi Haatainen |
| GIVEN NAMES | Outi |
| FAMILY NAME | Haatainen |
| SIGNATURE | HAATAINEN O |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-6324-4462 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach
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: 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…
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…
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…
No prominent works on this page.
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…
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…
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…
Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach
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 …
Mathematics education (3 works) · Psychology (3 works) · Diverse Educational Innovations Studies (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Problem and Project Based Learning (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Best practice (1 works) · Civil engineering (1 works)