Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

Irmeli Palmberg, Sirpa Kärkkäinen, Eila Jeronen, Eija Yli-Panula and Christel Persson
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Irmeli Palmberg: Faculty of Education and Welfare Studies, Åbo Akademi University, Rantakatu 1, FI-65100 Vaasa, Finland
Sirpa Kärkkäinen: School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland, Yliopistonkatu 2, FI-80100 Joensuu, Finland
Eila Jeronen: Faculty of Education, University of Oulu, Pentti Kaiteran katu 1, FI-90014 Oulu, Finland
Eija Yli-Panula: Faculty of Education, University of Turku, Assistentinkatu 5, FI-20014 Turku, Finland
Christel Persson: Faculty of Natural Sciences, Kristianstad University, Elmetorpsvägen 15, SE-29188 Kristianstad, Sweden

Sustainability, 2019, vol. 11, issue 19, 1-19

Abstract: Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden ( N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t -test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

Keywords: species knowledge; species identification; biodiversity; sustainability; teaching methods; teaching materials; teacher education; professional development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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