Jaana Herranen

Jaana Herranen
University of Helsinki | HY · Department of Chemistry

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10
Publications
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84
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Introduction
Jaana Herranen currently works at the Department of Chemistry, University of Helsinki. Jaana does in Teacher Education on topics related to inquiry-based science education and sustainability education. Their most recent publication is 'Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching'.

Publications

Publications (10)
Article
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Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the Internationa...
Article
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The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised ver...
Article
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Student-led courses have been described as a promising approach to improve sustainability education. However, there is a lack of systematic studies about the benefits and challenges of such courses. This qualitative case study examines the challenges and tensions that arose in the planning of a student-led higher education course on sustainability...
Article
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Students’ questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students’ own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and eval...
Article
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The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers’ beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduat...
Article
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Learner-centered sustainability education has been advocated to be used in higher education, but the pedagogy is blurry. In the discussions, also an idea of a learner-driven approach has been promoted. The aim of this study is to study how these pedagogies have been described and suggested to be used by a group of higher education students responsi...
Article
There is an evident need for in-service training in chemistry education among class teachers. The support is needed related to, for example, chemistry contents, teaching methods, practical laboratory work, and resources. The article discusses the challenges and opportunities of in-service training and presents one concrete example of how to impleme...
Article
Oppilaiden kysymykset ovat tärkeä osa oppijakeskeistä luonnontieteiden opetusta. Niitä korostetaan myös uusissa opetussuunnitelmien perusteissa. Oppilaiden kysymyksiä ei kuitenkaan välttämättä osata hyödyntää opetuksessa riittävästi. Tässä artikkelissa kuvataan, millainen merkitys oppilaiden kysymyksillä on, ja mitä lähestymistapoja aikaisempi teor...
Article
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Correction for ‘How to measure elementary teachers' interest in teaching chemistry?’ by Jaana Kristiina Herranen et al., Chem. Educ. Res. Pract., 2015, DOI: 10.1039/c4rp00246f.
Article
The aim of this study was to create an instrument to measure how interested elementary teachers are in teaching chemistry and in chemistry in general. This instrument, named the Interest in Chemistry Teaching Instrument (ICTI), was created to measure both the affective and cognitive components of interest. The instrument was improved further with f...

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