LUMA News arkistot - Page 6 of 14

Joy of Creativity in Science and Art!

29/10/2021

Everyone can be creative! Jokainen voi olla luova

Iloa luovuudesta tieteessä ja taiteessa – Tervehdyksiä suomeksi alla

Director of LUMA Centre Finland, professor Maija Aksela is celebrating her 60th birthday on 25th of November, 2021 with the theme of creativity and an art exhibition. Some of her colleagues and friends have sent greetings around the world. On this page we have collected art greetings from colleagues and friends abroad and Finland in English and in Finnish and info about her birthday celebrations and about possibility to support national and international LUMA work for good and sustainable future. You can send your greetings to luma-keskus@helsinki.fi until 3rd of December.

Maija Aksela: Miksi teen taidetta? Why do i do art?

Maija Aksela is celebrating her birthday through her art exhibition:

Greetings in English

Professor Vesna Ferk Savec, Slovenia

Professor Russell Tytler, Australia

Associate Professor Erik Foolandi, Norway

Professor Marina Milner-Bolotin, Canada

Professor Esa Räsänen, Finland

Professor Samuli Siltanen, Finland

My art greeting is a photograph I took of a convection flow that has passed through a pseudo-differential operator. Here is the core message of your great science education work: Sciences together, seasoned with color! Congratulations!

Everyone is Creative

Adjunct Professor Terry Lyons, Australia

When I think of creativity I’m reminded of the unconventional students I taught in high school; those labelled as angry or badly behaved or rule breakers. They looked for the boundaries of behaviour and then tried to challenge these, sometimes destructively but also sometimes in creative, even funny, ways. This attitude could be irritating in many school subjects—mathematics, science and so on—which tend to be taught in highly structured, non-creative ways. Yet if these student discovered a topic or subject where they could explore boundaries, their propensity to challenge and question conventions became an asset. They were capable of such beautiful and original work precisely because they didn’t just copy whatever they were shown, they saw it as a personal challenge to break it, to reshape it, to take it further. These students taught me that sometimes creativity has the same spark as disobedience and mischief. It just needs the right opportunity to ignite.

Congratulations on your 60th birthday. The art exhibition is a great idea and an excellent way to celebrate this milestone and your dedication to creativity in all things.

Emma Abbete, Italy
An active participant of our international Teachers’ Climate Change Forum

Dr. Marianne Juntunen, Finland

Very warm congratulations from arctic Lapland for my dear great Professor Maija!

– Institute for Atmospheric and Earth System Research (INAR) collaborators, Finland

Professor Ying-Shao Hsu, Taiwan

Creativity is integrating things to serve a particular goal in innovative ways. Creativity is a way to improve the current status with different solutions so it is important for better life and innovation in industry. Creativity serves a role in learning science as a channel of learning problem solving in flexible and effective ways. I think creativity is different in science and in art because creativity in science is more like problem-solving innovatively but in art is like extending imagination for fun. It is possible to learn creativity by building an atmosphere for expression ideas and presenting a novice solution freely; also, providing possible resources and supports for trying out ideas and solutions.

Professor Jun Wang and her research team, BNU, China

Creativity means imagination, curiosity, fresh ideas, novel connections, turning ideas into reality, solving complex problems and make changes in our life. It is creativity makes our lives better and more colorful. Creativity is the vitality of science (and education). Creativity is the same, whether in science, art or life. In creativity, you concentrate, you try, and you find it in reality, in the way of painting, dancing, or experiments.
Creativity is not a subject, all we learn is to open ourselves to the world, keep studying, accept new things and welcome people come and go, get close to the nature, collaborate with others, and done is better than perfect! You future makers are naturally creative. Let your ideas fly！Together we are more! All the best wishes.

https://youtu.be/DxXhms3tigg

Dr Peta White, Australia

Associate Professor Coral Campbell, Australia

Dr. Angela James, South-Africa

https://youtu.be/a5gYgfsuMao

Dr Mickey and Jerry Sarquis, USA

Your creativity has been the seam that has created opportunities for youth, families, educators in Finland and throughout the world. Wishing you and the LUMA Centre continued success!

See the whole greeting via this link.

Surayya Ayyad, Jordan

Itä-Suomen yliopiston LUMA-keskus, Joensuu

Donate for LUMA-work

Professor Maija Aksela wishes all possible birthday gifts for the LUMA fund for promoting national and international research-based LUMA activities to support meaninful learning and teaching of future makers -kids and youth for good, sustainable future. LUMA means STEAM in Finnish with A being all subjects/disciplines. You can read about the earlier LUMA work on our recent e-book.

You can donate on this page by choosing LUMA-fund.

Iloa luovuudesta tieteessä ja taiteessa

Professori Maija Aksela on valinnut syntymäpäivänsä teemaksi luovuuden ilon. Tiede ja taide tuovat toivoa tulevaisuuteen! Täällä on muutamia onnittelutervehdyksiä ja linkki sivulle. Voit lähettää onnittelutervehdyksen (joku kuva luovuuden ilosta ja tarina) osoitteeseen maija.aksela@helsinki.fi tai galleriasihteeri.soukantaideseura@gmail.com

https://soukantaideseura.fi/greetings-with-art-taideterveisia-maijan-ystavilta/

Lahjoita LUMA-työhön

Professori Maija Aksela toivoo pienemmät ja isommat muistamiset tulevaisuuden tekijöiden -lasten ja nuorten- opiskelun ja opetuksen edistämiseen hyvään, kestävään tulevaisuuteen. Sitä varten Helsingin yliopistolla on tulevaisuuden tekijöille LUMA-rahasto (LUMA LU luonnontieteet, M matematiikka A kaikki oppinaineet/tieteet: All subjects/sciences): Lue tarkemmat ohjeet lahjoittamiseen Helsingin yliopiston sivuilta.

Oivaltamisen ja onnistumisen iloa kaikille! Voit tutustua aiempaan LUMA-työhön e-kirjamme avulla.

Professori Maija Aksela viettää merkkipäiväänsä tieteen ja taiteen luovuuden ilon merkeissä taidenäyttelynsä parissa 25.11-3.12.21. Hänet tavoittaa aukioloaikoina tai voi sopia hänen kanssaan muusta ajasta. Katso tarkemmin taidenäyttelystä Soukan taideseuran sivuilta. Näyttelyssä on myös LUMA-toiminta esillä ja sen yhteydessä on mahdollisuus tutustua tieteen ja taiteen mahdollisuuksiin itse kokeilemalla.

Yhteydenotot: luma-keskus@helsinki.fi tai maija.aksela@helsinki.fi

Maija Akselan kuvallinen miete/runokirjan “Ruusujen aikaa” saatavilla kirjoittajalta (mkaksela@gmail.com) suomeksi ja englanniksi. Sisältää Maija Akselan valokuvia ja mietteitä/runoja elämästä. 48 sivua. Kirjaa on saatavilla myös taidenäyttelyssä 25.11 – 3.12. Hinta 10 euroa (päälle mahd. postituskulut).

Nordic Nord StarT competition invites children and young people to join in the fight against climate change

02/09/2021

The Finnish Ministry of Education and Culture is organising the Nordic Nord Start Climate Change Competition in autumn 2021. The competition is part of the programme of Finland’s Presidency of the Nordic Council of Ministers in 2021. Organised in cooperation with the LUMA Centre Finland’s StarT programme, the competition aims to gather children, young people and adults, from early childhood education and care to higher education, to brainstorm concrete means for the fight against climate change.

The Nord StarT competition aims to showcase what kinds of visions Nordic children, young people and young adults have about climate change mitigation and to present examples of how to curb climate change. In recent years, there has been an increasing interest in and a growing concern about climate change. In addition, young people are more socially aware and active than they have been in over two decades, and they want concrete action and solution-oriented climate debate.

It is possible to enter the Nord StarT competition with projects or practices where different age groups and educational levels are working together. Schools, groups, clubs or any other set of children, young people or adults can enter the competition with a good learning practice or project where children and young people show how to fight the climate change. Teachers, instructors and educators play an important role in the creation of teaching practices. Nord StarT aims to strengthen cooperation and the sense of community among the Nordic countries, to develop sustainable development pedagogics and to promote curriculum-based activities. The competition is designed for all educational levels from early childhood education and care to higher education.

The competition is already underway, and it is possible to enter projects and practices for the competition until the end of November. The competition will culminate at the Nordic Conference, and the award ceremony will be held on 9 February 2022. Read more about Nord StarT and how to enter the competition on the competition website.

More information and materials

Ulla-Jill Karlsson, Ministerial Adviser, Ministry of Education and Culture, tel. +358 295 330 141
Outi Haatainen, Project Manager, LUMA Centre Finland, tel. +358 50 448 9508
Website of the Nord StarT -competition

Register now for the LUMAT Research Symposium and Summer School 2021

19/04/2021

The 11th LUMAT Research symposium will be organized on 9-10.6.2021 by LUMAT Science Research Forum. Preceding that, we organize a Summer school on 8th of June. Both events will be organized online.

Register now for the both events by filling this form.

Engagement through modern technologies

The theme of this year’s LUMAT Research Symposium is Engaging learners in math and science through modern technologies. How to get the students more involved and engaged in maths and science learning in the classrooms?

Welcome to discuss and listen to our keynote presenters as well as researchers in the oral sessions.

Professor Jari Lavonen will introduce us to the topic of engagement in Finnish science classrooms, and Dr. Angela James will give her presentation on the topic of modern technologies in South Africa.

Learn to conduct mixed methods research

This year’s summer school will provide the participants with the possibility to learn on mixed methods research, and on what to take into consideration when writing a scientific paper. We also encourage the participants to present their ongoing research and get feedback on it.

Prof. Dr. Silvija Markic will give us a keynote lecture on using mixed methods in science education research.

Both events are organized by LUMA Center Finland and Finnish Mathematics and Science Education Research Association.

LUMAT special issue discusses STEAM in education

23/03/2021

The special issue “Promoting STEAM in education” has now been published in the LUMAT journal. STEAM (science, technology, engineering, art/aesthetics/architecture/all and mathematics) has been an increasingly popular approach in education. However, what it entails theoretically and practically, is still unclear.

To address the challenges of the 21st century skills, there is a need to educate citizens capable of seeing and exploring the interconnections within STEM subjects and between STEM and other areas. It is also important to educate teachers who can support students in becoming STEAM-literate citizens. We need to educate students who understand basic science and mathematics, and in addition to that, who are curious and knowledgeable about how things work (engineering), and how modern technology is affecting our life. In addition, it will be required from tomorrow’s leaders to be able to make connections between fields, such as between STEM and arts (STEAM), STEM and social sciences, STEM and policies.

The STEAM-special issue includes an editorial and three articles that challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.

Articles offer insights on the practical applications of STEAM education

The editorial (Jaana Herranen, Erik Cyrus Fooladi, and Marina Milner-Bolotin) introduces some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discusses the history of STEAM and its evolution over the last decades. It also problematizes STEAM and its roots through asking a question: What is “A” in STEAM representing?

The first article (Seamus Delaney and Daniel White), “Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools”, reviews existing literature on interdisciplinary STEAM learning and teaching in high schools. The reviewed articles showed that improved learning outcomes, such as better results in academic tests, could be achieved in project- and problem-learning environments. In addition, the authors find that STEAM-based approaches in interdisciplinary teaching could potentially increase student collaboration and interaction with professionals.

The second article “Promoting STEAM learning in the early years: ‘Pequeños Científicos’ Program” (Valeria Cabello, Maria Loreto Martinez, Solange Armijo Solis, and Lesly Maldonado) describes and examines a non-formal education program among 3–10-year old children. The article discusses the strengths, weaknesses, and opportunities of the program based on the perceptions of the students, teachers, and educators. A number of strengths of the program were identified: the students were engaged in learning processes; holistic perspectives and integration between STEM and ‘A’ were achieved and clear signs were found of increased motivation and interest among the participants. One of the major challenges identified in this program was the handling of young learners’ emotions, frustration and behavior by an all-scientists/artist staff with limited or no pedagogical background in handling such issues.

The third article “Promoting student interest in science: The impact of a science theatre project” (Lydia Schulze Heuling) reports on a science theatre project in a heterogeneous teaching context in a disadvantaged area, and its effects on students’ interest in STEM and their artistic expression. The quantitative analysis presented in the study indicated an increased student interest in the topic of galvanization, and physics and chemistry in general. In addition, the approach resulted in increased student appreciation of artistic practices and positive classroom spirit, knowledge of cultural practices, and student self-confidence.

Register now for a climate change -themed virtual event for teachers and the youth

04/03/2021

International climate education event Towards Sustainable Future Together – Forum for Future Makers is organized by The Science Education Centre (a part of national LUMA Centre Finland) and Institute for Atmospheric and Earth System Research (INAR).

The online event combines two of our yearly events which will be held online due to the coronavirus situation: Teachers’ Climate Change Forum’s Summer Camp for teachers (on August 4.-5.) and the Global Challenges Course for students aged 15–19 (on August 3.-4.). On August 4, joint activities will be organized for both the youth and the teachers.

The course for the youth will discuss the role of science in helping to solve issues connected to climate change. In the course, the participants will make a small learning project in teams to develop a solution to a global challenge, with the support of the university’s young scientists and under the guidance of teacher students.

During their virtual conference, teachers will hear about the most recent research on climate change and science education carried out in the University of Helsinki. Based on these, the theme of climate change education will be discussed – How to address climate change and global warming from pedagogically meaningful and diverse perspectives, but also pay attention in different beliefs and attitudes.

The topics are discussed in communal manner and the goal of the events is that the multidisciplinary network built during the event will continue also afterwards to be a forum, where teachers can share their ideas, experiences and skills.

The event is free of charge and open for everyone interested.

New online book on national and international LUMA science education: Best solutions and models for a good future

18/12/2020

How to inspire future factors to study mathematics, science and technology? How to support skilled teachers and prospective teachers in their important work? How to build a good and sustainable future in a community-based and research-based way?

Among other things, these questions will be answered in a new online book describing national and international LUMA science education activities. A total of about one hundred people from the LUMA Center Finland network (11 universities and 13 centers) have participated in the design and production of the book.

High-level expertise is key for a good future. Knowledge of mathematics, science and technology plays a significant role in this. Strengthening competence and encouraging the study these subjects is the goal of science education in the LUMA Center Finland network, and now we want to open it more by publishing a new online book. Science belongs to everyone!

Since 2003, LUMA’s central operations have been systematically developed at the university level in Finland. In 2013, a national LUMA central network was opened by 11 universities to promote an important goal. Network includes 13 active LUMA centers. The collaborative and research-based network has a national mission given by the Ministry of Education and Culture, to which all universities and centers are committed. Together for a good and sustainable future!

Our new book contains five chapters: the first chapter presents the experiences of participants and specialists, the second chapter describes the best solutions and approaches to support future makers for a good and sustainable future, the third chapter opens up international activities and learning community, and the fourth chapter introduces the LUMA network more thoroughly. The last chapter of the book culminates in research-based, collaborative development and research: How are these new solutions and approaches developed? What kind of topics are being researched and developed now and in the future? The network’s activities are based on research and strong interaction with the scientific community and external partners. The National LUMA Advisory Board has an important role to play.

Within the LUMA Network, we believe that the activities and innovations achieved during the past years deserve to be widely available to show the diversity how science education can be addressed in formal, non-formal and informal education to achieve “LUMA literacy” (science/STEM literacy) with joy and amazement.

Together we are more! (LUMA motto)

You can download the online book from this link

National development program, LUMA2020, brought new openings, materials and inspired collaboration between schools, universities and industry

17/12/2020

LUMA Centre Finland (11 universities and 13 centers) implemented a national LUMA2020 program (2019-2020) which was funded by the Ministry of Education and Culture. The main objective of the national LUMA2020 program was to inspire and motivate children and young people to engage in mathematics, science and technology. To achieve that goal, the program produced new solutions and pedagogical models based on the latest research and co-design. The program also generated collaboration between schools, universities and industry. The concept of learning community was promoted, and program aimed to support implementation of the national core curriculum.

The national LUMA2020 program provided all teachers, from early childhood education to universities, continuous professional development. It offered an opportunity for cross-curricular collaboration and development of teaching methods. The main objectives were achieved well despite the program’s fast schedule and exceptional circumstances. The participating teachers were very satisfied with the program based on the evaluation. It has provided tools e.g. to support multidisciplinary project-based learning, and to support co-design and learning community approaches.

The program inspired teachers to try new methods and increased collaboration between teachers as well as between the students. The LUMA2020 also increased collaboration with the 13 LUMA centres. Teachers felt that the program developed the skills of learning and teaching, and increased the interest of both, teachers and students, in the thematic areas of the program. More than two-thirds of teachers responded that they would re-participate in similar programs in the future.

The learning communities worked in the program under four themes: Sustainable Development (e.g. climate change and circular economy), Mathematics around us (e.g. art, economics and statistics), Technology around us (e.g. mobile device, artificial intelligence, robotics) and My LUMA (optional theme related to STEAM subjects).

Working together, getting excited and learning. Our program created inspiring new openings and increased a collaborative culture. In particular, virtual materials and educational models developed with co-design, increased equal science education for all. A great tool for this was the design-based research, which has long been used in LUMA operations. The collaboration with the industry was fruitful and we created new materials and ways of working, says Professor Maija Aksela, Director of the LUMA2020 program and LUMA Centre Finland.

All materials produced in the program are shared on the program’s website with a charge. The materials also include three Massive Open Online Courses (MOOCs) for lifelong learning that are open throughout 2021. Courses are aimed for pre-service and in-service teachers from early childhood education to high school and vocational school education. LUMA2020 provided new, collaboration-based virtual education models, such as teacher workshops, several virtual science clubs and camps and Science in society -series that was created with the industry.

A total of 81 experts from 11 universities participated in the program. Experts supported approximately 450 in-service teachers in a total of 381 program-related events. There were 160 learning communities, including kindergartens, primary schools, high schools, vocational schools and hobby schools. The events included, for example, study visits to universities, schools and kindergartens, in-service training and meetings, and online meetings. In the spring, the program was made completely virtual due to the COVID-19 coronavirus pandemic.

The final report of the LUMA2020 program can be read here (in Finnish).

All the materials, MOOCs and more information here (in Finnish and in Swedish).

Contact information:

Professor Maija Aksela, LUMA Centre Finland, University of Helsinki, maija.aksela@helsinki.fi
Project Manager Oona Kiviluoto, LUMA Centre Finland, oona.kiviluoto@helsinki.fi
Counsellor of Education Paavo-Petri Ahonen, Ministry of Education and Culture, paavo-petri.ahonen@minedu.fi

Open positions: Four Doctoral Students in Science Education

09/10/2020

Kuvassa työttä ja poika ratkovat matemaattista tehtävää kävyillä ja kivillä kalliolla istuen.

Do you want to have a role in ensuring a good future for children and young people? Are you interested in developing and studying new initiatives in science education? Are you interested in national and international collaboration? Are you interested in promoting continuous learning? Are you interested in working in a communal team focused on a positive future?

The Science Education Centre of the University of Helsinki/LUMA Centre Finland invites applications for

four (4) DOCTORAL STUDENTS IN SCIENCE EDUCATION

for a fixed term appointment from 1 January 2021 to 31 December 2024.

The aim of the Science Education Centre of the University of Helsinki is to inspire and encourage children, young people and families to study various disciplines or learn about them as a hobby. Science education entails the promotion of mathematics and natural sciences skills and encouraging people to study them through formal, non-formal and informal science education.

Science education operations are one of the University of Helsinki’s strategic focus areas and part of the implementation plan of the Faculty of Science.

These operations allow the University of Helsinki to study and develop new pedagogical solutions. In addition to development and research, both future and current teachers are trained and supported in utilising them in teaching.

The operations include collaboration with Finnish and international parties. The Science Education Centre is also part of the LUMA Centre Finland network (https://www.luma.fi/en/) comprising 13 regional LUMA centres operating within Finnish university consortia. Further information on the operations is available in the book Collaborative Science Education at the University of Helsinki Since 2003: New Solutions and Pedagogical Innovations for Teaching from Early Childhood Education to Universities (https://www.helsinki.fi/sites/default/files/atoms/files/isbn-978-951-51-…).

About the position

The doctoral students’ duties include drawing up their doctoral thesis (50% of working hours) in the field of science education. In addition, the doctoral students will develop and implement science education in the Faculty of Science (50% of working hours). The position is closely related to science class activities. The aim is to link the duties as closely as possible to the research topic of the appointees. The appointees hired will make up a team and science education will also be implemented in cooperation with other faculties. The duties may also include administrative duties. There is a six-month trial period for the position. The research topics in science education of the appointees may be discipline-specific (e.g., mathematics, physics, chemistry, geography) or multidisciplinary, which promotes the strategic plan of the Faculty of Science (e.g., sustainable development, climate change, digitalisation).

The activities and research will be supported by the steering group of the LUMA Science Helsinki research team with representation from subject teacher education at the Faculty of Science, among others.

Selection criteria

The appointees must have a right to pursue doctoral studies at the University of Helsinki. If the doctoral student does not yet have a right to pursue doctoral studies at the University of Helsinki, the appointee to the position of a doctoral student must receive the said right within the six-month trial period. Further information on applying for doctoral education is available here: https://www.helsinki.fi/en/research/doctoral-education/the-application-p….

In addition, contractual employment of doctoral students requires the ability and motivation, as demonstrated in previous degree studies and otherwise, to complete a doctoral degree.

The position requires good interaction skills. Experience of teaching or other science education, knowledge of the Finnish education system, international work experience and a master’s degree in science will be considered an asset.

Salary

The salary for the present post will be based on levels 2 to 4 of the requirement level chart for teaching and research personnel in the salary system of Finnish universities. In addition, the appointee will be paid a salary component based on personal work performance. The salary range will be between €2,380 and €3,000 per month depending on the qualifications and previous experience of the appointee.

Application instructions

The application must be submitted through the University of Helsinki electronic recruitment system by clicking on the link “Apply for the position” below. Current employees of the University of Helsinki must submit their applications through the SAP HR portal (https://saphr.it.helsinki.fi/irj/portal).

Include in your application the following as PDF files:
• CV containing a possible list of publications and contact information of two referees
• Application letter where you describe your aptitude and motivation for the position (max. two pages)
• Preliminary research plan topics and grounds for them (max. two pages)
• Transcript of record of the studies completed for your master’s degree and any previously completed doctoral studies

The closing date for applications is 2 November 2020.

Additional information

Further information about the position can be obtained from:
Professor Maija Aksela, science education, Faculty of Science, University of Helsinki, maija.aksela@helsinki.fi
and
Specialist Topias Ikävalko, Science Education Centre, University of Helsinki, topias.ikavalko@helsinki.fi, +358 50 311 4536

Apply for the position

Due date 02.11.2020 23:59 EET

New climate change education project CLIMATE? about to begin

25/09/2020

Concerns and questions about climate are part of everyday discussions in our societies. Also students in schools have questions they seek answers to. They are related to for example scientific, societal, ethical, and moral aspects. Students` questions can be used as part of climate change education in classrooms to make the topic approachable for the students, to activate students to learn, and raise hope for the future. The Finnish national core curriculum has also emphasized the importance of students` questions and climate in education.

LUMA science education centre (part of LUMA centre Finland) launches a research-based climate change education project CLIMATE?, the aim of which is to co-design and test pedagogical models for student-question-based climate change education with teachers all over the world using an online platform. Project is part of a larger research-based climate change education program. Recent years we have organized for example Teachers` climate change forum together with INAR. Project is co-designed with teachers as well as experts, such as assistant professor Dr. Cliona Murphy from Ireland.

During the project, teachers get concrete ideas and examples on how to use students` questions as part of their climate education and discuss with other teachers about their ideas and experiences in the classroom using student-question-based pedagogy. The goal is that teachers` self-efficacy for the pedagogy improves and student-question-based pedagogy in climate change education is developed into new didactic models for teachers all over the world to be able to utilize in their teaching.

The project begins in October 2020. Teaching models are tested in schools in 2020-2021. More detailed schedule is designed with the participants. There are registered participants from over ten countries already, but you can still join the project by emailing the project leader Jaana Herranen by October 15th 2020 (jaana.herranen@helsinki.fi).

For more info: project leader Dr. Jaana Herranen, or leader of climate change program in LUMA science education professor Maija Aksela, University of Helsinki.

Teachers in our international Teacher Climate Change Forum (TCCF) event learning with researchers in Hyytiälä.

New professor of science education encourages scientific thinking

13/05/2020

As a first in Finland, the University of Helsinki has established a professorship in science education focused on the natural sciences. Professor and Research Director Maija Aksela, DPhil, has been invited to the position. After being found indisputably qualified in an international assessment, she will assume the post as of 1 May.

With a 20-year academic career at the Faculty of Science, Professor Maija Aksela is known for her inspiring, innovative and inclusive efforts to promote science education in the natural sciences as well as related teacher training and research in Finland and abroad.

Under Aksela’s direction, LUMA Centre Finland, a network of 13 science education centres, has been established in conjunction with 11 Finnish universities, carrying out a national mission assigned by the Ministry of Education and Culture. The mission of science education in the natural sciences is the enhancement of scientific competence.

Boosting science education

The toolbox of research-based science education includes science classrooms, clubs, camps and birthday parties, as well as science videos and online journals. Of equal importance to science education is the provision of inspired teacher training in order for teachers to be able to educate pupils into people who understand science and use its methods. Collaboration with the families of children and adolescents is another integral component.

One of the strategic objectives of the University of Helsinki is to improve the current science education and expand it, through new initiatives, to engage the entire University community. As evidenced by the establishment of the professorship in science education, the goal is to promote science education and science communication.

Currently, a steering group appointed by the rector of the University of Helsinki is drawing up a strategic plan for science education and preparing related operations for the next strategy period.

A powerful cycle of research, practice and education

Maija Aksela, who describes herself as a catalyst, says that she strives to engender opportunities for future professionals to learn and to make the world a better place. Science education advances critical thinking, problem-solving skills, inclusivity and creativity.

“It’s important to get learners to wonder, enquire and call things into question, just like natural scientists do. The questions ‘why’ and ‘how’ are central to scientific thought and to the promotion of understanding of all kinds,” Aksela says.

In fact, a multidisciplinary research group headed by Aksela has produced a number of international publications and theses on science education, including doctoral dissertations, of which Aksela has already supervised 15 to date. Current research topics include the modelling of contemporary research and future issues in the natural sciences, as well as questions pertaining to climate change.

Aksela considers inclusivity, reliance on research and multidisciplinarity key to science education. Operational models are established in an agile and engaging manner in interaction with students, scientists, children, pupils and the elderly, future and current teachers, families as well as specialists active in professional life, with everyone learning from one another. Indeed, Aksela’s motto is “Together we are more!”

In Aksela’s line of thinking, research, practice and education go hand in hand. She thinks that new solutions and pedagogical innovations required for a sustainable future, such as online courses, can be discovered by examining the practice and theory of science education. Science education also works well as an element of higher education. Together with the practices of continuous learning and teacher training, science education is disseminating the latest knowledge all across Finland.

According to Aksela, skilled teachers play a crucial role.

“The impact of each individual teacher lasts roughly a century; first during their own activity and then, later on, through their former pupils and students. It’s very important for teachers to have the most recent knowledge of the fields of science and how to provide instruction on them.”

Continued involvement in science education

The duty of a professor is to carry out and supervise scientific work, provide education based on it, follow developments in research and participate in societal interaction and international cooperation in his or her field. This is nothing new to Aksela.

For now, Professor Aksela will also continue serving as director of LUMA Centre Finland as well as its LUMAT Science Research Forum. In addition, she will continue serving in roughly 10 national positions or international projects related to LUMA operations, such as the post of editor-in-chief of the International Journal of Math, Science and Technology Education, which she founded.

At the University of Helsinki’s Faculty of Science, she contributes to subject teacher training in mathematics, physics and chemistry as the deputy director of the degree programme. At the Department of Chemistry, she heads the teacher training unit and its science education activities, including the prize-winning ChemistryLab Gadolin.

An award-winning academic

Aksela’s research career got its start in Canada in the field of computer-assisted modelling (today known as computational chemistry). She is also a trained subject teacher, with experience in the profession after working as a teacher for six years as a young adult. Aksela has published more than 350 articles, some of them co-authored with scholars from 12 different countries. For her contributions, she has been awarded over ten national or international awards, including an award for the natural scientist of the year and the State Award for Public Information.

Professor Aksela is interested in international science education, and she has repeatedly been invited to give addresses to her scientific community, in addition to which she has been an active member of the networks of the scientific journals in the field and has contributed to international cooperation through the Finnish National Commission for UNESCO, working groups of the European Commission and ALLEA working groups relevant to the field. Aksela is one of the invited founding members of the University of Helsinki’s Teachers’ Academy and a member of the national Teacher Education Forum.

Aksela’s hobbies include spending time outdoors and photography, painting, music and visits to her summer cottage. She is interested in different cultures and ways of thinking. At the moment, Aksela is looking back on the past and present highlights and achievements of LUMA science education by writing two books on the topic with her community.

Text is originally published in University of Helsinki’s page.

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Due date 02.11.2020 23:59 EET

Boost­ing science education

A power­ful cycle of research, prac­tice and education

Con­tin­ued in­volve­ment in science education

An award-win­ning aca­de­mic

Boosting science education

A powerful cycle of research, practice and education

Continued involvement in science education

An award-winning academic