University of Helsinki
The aim of chemistry teacher education is to prepare active, skilled and enthusiastic research-oriented teachers capable of lifelong learning.
A further aim of the Unit is to educate researchers specialised in the teaching of chemistry. Since 2005, it has been possible to complete a postgraduate degree (Lic.Phil./D.Phil.) in chemistry education.
In order to achieve the aims, the emphasis in the chemistry teacher education is on evidence-based chemistry education: the most up-to-date scholarly evidence-based knowledge on both chemistry and learning and on teaching it.
Over a period of five years, students in the chemistry teacher option complete approximately half (53%) of their courses at the Department of Chemistry. In addition to chemistry teaching courses specifically aimed at teachers (in all 77 ECTS), the studies include general chemistry courses (in all 86 ECTS). The students study for one academic year at the Department of Teacher Education and teacher training schools.
There are over one hundred students majoring in chemistry and about 30 postgraduate students.
Graduate Studies
Students studying to become chemistry teachers are ‘tuned’ into evidence-based education through chemistry education courses, research seminar and Master’s Thesis, in addition to the general chemistry courses offered at the Chemistry Department.
Table 1. The courses organised by the Unit of Chemistry Teacher Education.
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Bachelor’s degree level courses
Master’s degree level courses, seminar and thesis
Postgraduate studies (Lic.Phil., D.Phil.) in chemistry education
Additional courses These courses can be included into bachelor’s or master’s degree. The details can be discussed when creating individual study plan.
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An individual study plan is created for each student.
Implementation of evidence-based education during the courses
The courses described above provide research-based discussion of chemistry and its learning through four different perspectives: i) The nature of chemistry and information structures of chemistry in school education, ii) Understanding the concepts and phenomena of chemistry iii) The role of studying environments in supporting concept building in chemistry and iv) Applied chemistry in teaching.
The concepts and phenomena in chemistry are handled on four levels: macroscopic, microscopic, symbolic, and human. In addition, the didactics studies at the Department of Teacher Education discuss methods of teaching, evaluation and methodology of educational research.
In addition to research information on chemistry and teaching, the theoretical background for designing and planning one’s own teaching is provided. Criteria for planning iare meaningful learning (target orientation, activeness, constructivism, cooperation, dialogue and interaction, authenticity and reflectivity, e.g. Jonassen, 1999); research information on the higher-order thinking skills; support for understanding chemistry (e.g. Aksela, 2005; Anderson & Krathwohl, 2001); support for collaborative learning; and the use of information and communications technology (e.g. Aksela, 2004).
Constructing knowledge is understood to be a social and collaborative process. Everyone can learn something new all the time in social interactions (e.g. between colleagues, researchers and students). When planning the teacher education courses, particular attention has been paid to the challenges of chemistry teaching at Finnish schools (e.g. Aksela & Juvonen, 1999; Aksela & Karjalainen, 2008).
Research articles both in Finnish and in English are used as materials at the courses. The students become acquainted with, for example, the challenges of learning and teaching, the key themes in chemistry and with various learning environments that support chemistry learning. At the same time, the students familiarise themselves with the central concepts in their field, become accustomed to using them, and learn how to apply their knowledge in their theses and postgraduate work.
The students are supported in their development into research-oriented teachers through topical seminars and conferences. The students have participated in the national Chemistry Teaching Forum, where students acquaint themselves with the most recent research on chemistry and chemistry education and have the opportunity to meet researchers and teachers of chemistry and chemistry education. The implementation of education emphasises communality, the importance of a support network and information about various interaction opportunities.
In order to support lifelong learning, studies employ work methods that support natural interaction with university, with chemistry teachers working in the field and with other cooperation parties supporting chemistry teaching. The aim of education is to support chemistry teachers in their development into a research-oriented teacher throughout their entire professional career in a natural interaction with the university through the LUMA operations (Finland’s Science Education Centre LUMA) of the Kemma Centre for Chemistry Education operating within the unit.
The development into a research-oriented teacher is supported by using as varied teaching methods as possible. For example, working methods in the courses include interactive lectures, pair and group work (various tasks, project assignments or research assignments), functional school, museum or enterprise visits, as well as debates and discussions.
The students are also trained to recognise and use their higher-order thinking skills: adaptation, analysis, evaluation and creation of new knowledge (Anderson & Krathwohl, 2001) and the courses utilise modern information and communications technologies in retrieving, processing, analysing and producing information.