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Copyright © , by University of Jyväskylä
Dedicated
To the memory of my dear mother
and sister Terttu
Tuula Asunta
Virtaava joki The flowing river
Joen kirkas vesi virtaa The clean water of the river flows
Siinä purossa, In that stream,
Joka laskee jokeen. Which empties into a river.
Alajuoksulla lohet hyppivät. In the lowe reachers the salmon leap.
Kalastajakin on siellä. There is a fisherman there, too.
Kalastaja saa yhden lohen kiinni ja The firsherman catches a salmon and
Rupeaa sitä perkaamaan. Begin to eat it.
Sitten hän paistaa sen - ja syö. Then he fries it - and eats.
Lohet laskevat kutunsa siihen The salmon spawn there
Ja ne kuolevat, kun ovat tulleet And they die, when they have travelled
Pitkän matkan yläjuoksulle. A long journey upstream.
Kutu muuttuu poikasiksi The spawn changes into young fish
Ja niistä tulee uusia lohikaloja. And they into new salmon.
JOKI SOLISI JA LORISI THE RIVER BABBLES AND GURGLES
JA PIKKUKALAT HYPPIVÄT AND THE LITTLE FISH LEAP
Onnea äidille! Every happiness, mother!
Oskari Asunta, 6 years, 1990 Oskari Asunta, 6 years, 1990
(eskarin opettajan muistiin kirjoittama) (written down by his pre-school teacher)
ABSTRACT
Asunta, Tuula
Knowledge of Environmental Issues. Where Pupils Acquire Information and How it
Affects their Attitudes, Opinions, and Laboratory Behaviour
University of Jyväskylä, 2003, 159 p.
(Jyväskylä Studies in Education, Psychology and Social Research,
ISSN 0075-4625; 221)
ISBN 951-39-2526-9
Finnish Summary
Ympäristöasioita koskeva tieto. Mistä oppilaat saavat informaatiota ja miten se
vaikuttaa heidän asenteisiinsa, mielipiteisiinsä ja laboratoriokäyttäytymiseensä
Diss.
This study concentrates on the area of environmental education and environmental
attitudes and behaviour. The main purpose of the study is to pay attention to the
environmental knowledge of students as well as to explore the environmental concerns
attitudes and behaviour of Finnish secondary level students in order to be able to
educate environmentally concerned and aware students through developing teacher
training. As a comparison the environmental knowledge, attitudes and self-reported
behaviour of students of one German school were studied. Promoting environmental
awareness as well as an environmentally responsible lifestyle can only be realised
through information, and therefore students’ main information sources on certain
general environmental issues were studied and analysed. The changes during the years
1994 to 2000 were examined. Four schools in Finland representing different areas
participated in this study and, against the background of the Bologna agreement on the
equalisation of education in European countries and in order to gain some
international perspective in this study, one large school from Frankfurt-am-Main was
included.
In this study teacher interviews, two written questionnaires as well as classroom
observation and videotaping were used to acquire information. The pupils involved
included secondary level pupils, meaning class grades 7, 8 and 9 in Finland and grades
8, 9 and 1 in Germany. The total amount of 883 students (243 German and 640 Finnish)
participated in the main part of the study, which consisted of two types of written
questionnaire. These written tests were introduced in 1994-1996 and 2000. The German
students only took part in the written tests.
The study clearly stated that the main important information sources on
environmental issues for secondary pupils are mass media and science teachers. It also
proved that environmental concepts are very familiar to students and that most
students have slightly more confidence in the information gained from television than
from their science teacher. According to the study, the difference between schools in
Finland concerning students' general environmental attitude was almost significant.
This difference was mainly due to two schools in Central Finland. It was quite
astonishing that students’ environmental attitudes in the country school proved to be
more negative than in the suburban school.
The very alarming finding in this study was that students' attitudes towards
studying chemistry, as well as towards chemistry and the chemical industry in general,
have become more and more negative during the five-year period of this study. In
general boys' attitudes towards chemistry and the chemical industry were more
positive than girls'. Within those German students representing just a random sample
from one school in Frankfurt-am-Main boys' attitudes seemed to be significantly more
positive than girls' in both the 1996 and 2000 studies and the difference has increased
since the girls' attitudes have become more negative, just like in Finland. The general
negative attitude towards studying chemistry has grown in both countries.
The study gave no evidence that either a positive environmental attitude or
positive general environmental behaviour leads to environmentally responsible
behaviour in the chemistry laboratory.
Key words: attitude, environmental attitude, environment, environmental knowledge,
environmental education, environmental information, environmental behaviour
Authors's address Tuula Asunta
Department of Teacher Education
University of Jyväskylä, Jyväskylä, Finland
Supervisors Professor Jouko Kari
Department of Teacher Education
University of Jyväskylä, Jyväskylä, Finland
Professor Hans Joachim Bader
Institute of Chemistry Didactics
J. W. Goethe University
Frankfurt, Germany
Reviewers Professor Varpu Eloranta
Department of Teacher Education
University of Turku, Finland
Dr John Parkinson
Department of Teacher Education
University of Wales Swansea, United Kingdom
Opponent Dr John Parkinson
Department of Teacher Education
University of Wales Swansea, United Kingdom
ACKNOWLEDGEMENTS
I feel that I have been very privileged to be able to work for my second thesis in
the educational area.
I did my first thesis in chemistry in 1980. This work has been very
different from my first thesis, which was based on very strict data and did not
leave so much room for interpretation. I do not know which one has been more
pleasant, but I have to admit that I have really enjoyed doing this educational
research. Even if it has given me some moments of frustration, it has also given
moments of joy and enthusiasm. Originally, I planned that this work would be
completed much earlier than this, but in retrospect maybe this is better: I have
had time to process all the information available and my own results.
I feel that I owe sincere thanks to many people who have been helping me
through this work. First of all, I would like to express my sincere thanks to my
supervisors, emeritus professor Jouko Kari and professor Hans Joachim Bader,
for the guidance and support they have given me during these years I have
been struggling with my work. Professor Kari helped me to see some important
points concerning the methodological part and discussion. My deepest thanks
are due to professor Bader, who originally encouraged me to start my thesis in
this area and gave me valuable advice when I was planning my research as well
as constructing the questionnaires. He also gave me valuable advice concerning
my way of presenting the results. Even though he later gave me a hard time by
advising me to use factor analysis, that I was not so familiar with, I must admit
that without his help I would not have seen the different sides of my results.
I am very grateful to professor Varpu Eloranta, who acted as the pre-
reviewer of the thesis and helped me to discover several weaknesses in the
manuscript. Her contribution greatly increased my awareness of several
theoretical and methodological aspects of the thesis. To Dr John Parkinson, who
was the other pre-reviewer, I also owe my sincere thanks. He read my thesis
very carefully and pointed out several grammatical corrections. He also raised
some methodological aspects.
My warm thanks to my coworker, lecturer Glyn Hughes. I greatly
appreciate his contribution since he gave me, in spite of his numerous other
duties, his valuable help by polishing my English further. I also give my
gratitude to lecturer Marja-Leena Koppinen for her constructive suggestions
concenrning Finnish summary.
My sincere thanks go to the Faculty of Education and especially to
emeritus professor Tapio Vaherva, who as the Dean of the Faculty trusted my
work and made the writing up of my thesis results financially possible. My
warm thanks go to Jyväskylän Energia for their great support which allowed
me finally to complete this work by giving me freedom to concentrate on
finishing my thesis.
I also want to express my sincere thanks to all the teachers, student
teachers and pupils who participated in this study in Finland as well as in
Germany. Their help has been very valuable throughout the empirical part of
Description:I am very grateful to professor Varpu Eloranta, who acted as the pre- .. one may reasonably expect people to tell the truth about their convictions or.
