LUMAT: International Journal on Math, Science and Technology Education最新文献

{"title":"Forskare som noviser inom vetenskapsfostran av barn","authors":"Martina Aaltonen, Gunilla Holm","doi":"10.31129/lumat.11.2.2057","DOIUrl":"https://doi.org/10.31129/lumat.11.2.2057","url":null,"abstract":"Studien bidrar till kunskap om hurdant stöd forskare utan lärarbehörighet eller tidigare gedigen erfarenhet av att undervisa barn upplever att de behöver för att klara av att planera och leda en framgångsrik vetenskaplig verkstad för barn i åk 3–6, samt kunskap om vad forskarna upplevde att de själv lärde sig av uppdraget. Tio personer som lett en vetenskaplig verkstad för barn intervjuades inom U-projektet som ordnar vetenskapliga verkstäder för barn i åk 3–6 i Finland som hobbyverksamhet. Sex av de intervjuade personerna hade inte tidigare gedigen erfarenhet av att undervisa barn i samma ålder eller lärarbehörighet medan fyra av de intervjuade också var lärare. Studien indikerar att uppdraget att planera och leda en vetenskaplig verkstad för barn i åk 3–6 kan vara en trygg, trevlig och lärorik erfarenhet för forskare utan tidigare erfarenhet av att undervisa barn då tillräckligt stöd erbjuds före och under verkstaden. Studien indikerar också att uppdraget ligger inom ZPD för dessa forskare, vilket innebär att stödet före och under verkstaden inte bara var värdefullt utan också centralt för forskarna. Tidigare studier har visat att det har varit lärorikt för forskare att delta i vetenskapsfostran av barn i skolkontext. Denna studie visar att samma gäller vetenskapsfostran av barn som hobbyverksamhet.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"1822 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources","authors":"Raimundo Elicer, A. Tamborg, K. Bråting, C. Kilhamn","doi":"10.31129/lumat.11.3.1940","DOIUrl":"https://doi.org/10.31129/lumat.11.3.1940","url":null,"abstract":"Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"52 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ympäristöopin kielitietoinen opetus","authors":"Anne-Maria Nupponen, Sirpa Kärkkäinen, Päivi Björn","doi":"10.31129/lumat.11.2.2071","DOIUrl":"https://doi.org/10.31129/lumat.11.2.2071","url":null,"abstract":"Luokanopettaja on ympäristöopin opetuksessaan myös oppiaineen kielen opettaja. Tässä tutkimuksessa tarkastellaan kielitietoista ympäristöopin opetusta. Aineistona ovat luokanopettajaopiskelijoiden sanaehdotukset perusopetuksen 5. vuosiluokan suoaiheiselle oppitunnille ja heidän antamansa selitykset sanojen valinnoille. Opiskelijat kirjoittivat ehdotukset ja selitykset verkkolomakkeelle suomaastoretken aikana. Aineisto on analysoitu aineistolähtöistä sisällönanalyysia käyttäen. Tulosten mukaan oppiaineen kielen tietoinen tarkastelu autenttisessa opiskeluympäristössä suolla saa opiskelijat tarttumaan etenkin luontoaiheiseen sanastoon, josta kasvilajien nimitykset ja muut luontoon liittyvät substantiivit ovat yleisimpiä. Yläkäsitteiden nimitykset jäävät aineistossa vähälukuisiksi, ja abstraktien käsitteiden nimitykset ja vierasperäisiä kirjaimia sisältävät sanat puuttuvat kokonaan. Sanojen valintojen selityksissä opiskelijat kirjoittavat yleisimmin käsitteestä, johon sana viittaa, ja nostavat harvoin huomioita sanasta kielellisenä ilmauksena. Selityksissä esiintyy faktatietoja, aistikokemuksia ja tunteita. Tutkimuksemme tulokset auttavat ymmärtämään, millä tavoin ympäristöopin kielitietoinen opetus voi tukea sanojen osaamista. Opettajan kielelliseen tietoisuuteen aineenopetuksessa avataan kaksi näkökulmaa: ympäristöopin opettajalla on tietoa sanoista, joita voi käyttää opetuksessa tietoisesti, ja tietoa pedagogisista perusteista sanojen käytölle. Suosanaehdotukset ohjaavat pohtimaan opettajaa kielen oppijana ja kielen oppimisen vuorovaikutuksellisuutta.   Language aware teaching in environmental studies: Class teacher students’ word suggestions to be used in swamp-related teaching A class teacher is also a language teacher while teaching environmental studies. This study examines language aware teaching of environmental studies. The data consists of the class teacher students’ word suggestions on the swamp topic for fifth grade lesson in basic education and their explanations for the choice of words. The students wrote suggestions and explanations on an online form during swampland fieldwork. The data has been analysed using data-driven content analysis. According to the results, a conscious examination of the subject language in an authentic study environment in the swamp causes students to name nature-related vocabulary, of which plant species and other nature-related nouns are the most common. The names of the main concepts remain few in the data, and the names of abstract concepts and words containing letters of foreign origin are absent. In explanations of choice of words, the students write most commonly about the concept to which the word refers and rarely raise remarks about the word as a linguistic expression. The explanations include facts, sensory experiences, and emotions. The results help to understand the ways in which language aware teaching of environmental studies can support the knowledge of words. The study opens up two perspectiv","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"280 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139249507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom","authors":"Nurfatimah Sugrah, Suyanta, A. Wiyarsi","doi":"10.31129/lumat.11.1.1856","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1856","url":null,"abstract":"Science and technology are developing rapidly, causing changes in teaching modes based on different needs and situations. This study aims to determine the effect of the flipped classroom model, integrated with the socio-scientific issues (FCM-SSI) on critical thinking skills and scientific attitudes of junior high school students on additive and addictive substances and to determine the differences in each aspect of critical thinking skills and scientific attitudes after intervention with FCM-SSI. Through quasi-experimental research with a pretest-posttest design, 182 students participated as samples. The experimental group had 91 students exposed to the FCM-SSI, and the control group had 91 students with traditional learning. For data collection, critical thinking skills test with essay questions and a scientific attitude test using a scientific attitude scale were used. Data were analyzed using MANOVA to see the effects of the learning model and ANOVA to see differences in each aspect. The statistical analysis results with a value of sig 0.000 ≤ 0.05 indicate that FCM-SSI affects students' critical thinking skills and scientific attitudes. The most influential aspect of critical thinking skills is the analytical aspect, and openness is the most influential aspect of scientific attitude. Thus, the FCM-SSI model is highly recommended to be used in science learning because it can improve students' critical thinking skills and scientific attitudes.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132692530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the effects of mathematics problems prepared in the context of sustainability on academic achievement, attitudes and awareness of sustainability","authors":"Gozdegul Arık Karamık","doi":"10.31129/lumat.11.1.1885","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1885","url":null,"abstract":"The concept of sustainability, which is important both in the national and international arena, constitutes the contextual perspective of this research. This study aims to investigate the effect of mathematical problems prepared from this point of view on academic achievement, academic attitude and awareness of sustainability. For this purpose, three sub-problems were determined. This study used exploratory sequential design, which is one of the mixed research methods. The study used an easily accessible sampling. 32 students studying in the second semester of the 7th grade were included in the study. The implementation of the study, which lasted 14 weeks, included the discussion, solving and interpretation of mathematical problems prepared in the context of sustainability. In the study, quantitative data were collected using the Academic Achievement Test (AAC) and the Scale on Attitude Toward Mathematics (SATM). Qualitative data of the study were collected using diagnostic forms, individual evaluation forms and individual interview forms. Parametric tests were used in the quantitative analysis, and a t-test was used for dependent groups. In the process of analyzing qualitative data, descriptive and content analysis was used. Findings show that there is a statistically significant difference between the pre-test and post-test academic achievement results and a significant increase in SATM. The qualitative findings support the quantitative findings. They also show the effects of mathematical problems prepared in the context of sustainability on sustainability awareness, the themes of interest, sensitivity and consciousness, and related sub-themes with pre- and post-application frequency values.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127427445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An evaluation of secondary school mathematics textbooks in light of sustainable education in Zimbabwe","authors":"Gladys Sunzuma, K. Luneta","doi":"10.31129/lumat.11.1.1886","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1886","url":null,"abstract":"Mathematics plays a major role in overcoming future challenges, and mathematical skills as well as problem-solving skills might help provide apt solutions to existing and upcoming economic, social and environmental challenges. Textbooks play a major role in mathematics lessons, and they influence how concepts are taught and learners’ understanding of the concepts. The article analysed secondary school mathematics textbooks to find out how they were aligned with sustainable development goals. Content analysis was used to analyse four textbooks that are mainly used in the teaching and learning of mathematics at the secondary school level which are forms one to four in Zimbabwe. The aim was to present how education for sustainable development related content is addressed in the textbooks. According to the findings of the study, the three dimensions (economic, social and environment) of sustainable development goals were reflected in the four mathematics textbooks. Most of the sub-contents in the three dimensions were covered in the textbooks except for climate change, human rights, peace and security, sustainable consumption and narrowing the gap between the rich and the poor.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133535556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology integration in geometry teaching and learning","authors":"Gladys Sunzuma","doi":"10.31129/lumat.11.3.1938","DOIUrl":"https://doi.org/10.31129/lumat.11.3.1938","url":null,"abstract":"Technology advancement provides an opportunity for helping both teachers and students to solve and improve mathematics teaching and learning performances. This systematic review aims to add to the discussion through a comprehensive overview of the integration of digital technologies into the teaching and learning of geometry at the secondary school level.  A systematic literature review was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, with a focus on publication trends, types of technologies used, types of contributions, learning domains and research methods. Twenty-nine articles published between 2010 and 2022 were searched from the ERIC database.  The findings showed that the majority of the articles were published in 2015 and the technologies that were used were GeoGebra, augmented reality, computer animation package, video-based cooperative, graphing calculator, micromedia flash, Powtoon animation, learning management system, interactive whiteboard, digital simulations-applets, iPads and tablet. Most of the reviewed articles focused on the effectiveness of the technologies in geometry teaching and learning. The findings indicated that the majority of the reviewed articles used quantitative research methods followed by qualitative methods studies. It is suggested that other studies be conducted with other databases and focus on challenges of integrating technology into the teaching and learning of geometry.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"58 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128290458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Suolla aistimassa","authors":"Anne-Maria Nupponen, Päivi Björn, Sirpa Kärkkäinen","doi":"10.31129/lumat.11.1.1887","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1887","url":null,"abstract":"Tutkimuksessa tarkastellaan, mitä pedagogisia aistimisen mahdollisuuksia luokanopettajaopiskelijat näkevät autenttisessa suo-oppimisympäristössä ja mitä opetuksen tavoitteita he yhdistävät aistikokemusten tietoiseen tarkasteluun suoretken aikana. Opiskelijoiden tehtävänä oli miettiä perusopetuksen vuosiluokkien 5.–6. opetusta. Aineisto kerättiin luokanopettajaopintoihin kuuluvan maastoretken aikana, jolloin opiskelijat vastasivat kirjalliseen verkkokyselyymme suon laidalla. Tutkimuksen aineistona on 254 ehdotusta aistimahdollisuuksista ja 44 erittelyä opetuksen tavoitteista tietoisen aistimisen tehtävissä. Opiskelijat viittaavat eniten tunto- ja kuuloaistiin, joiden lisäksi haju-, näkö- ja makuaistiin on useita viittauksia. Aineistossa aisteja kuvataan faktatiedon tuojina, ja aistittavaa löydetään sekä elollisesta että elottomasta luonnosta. Opiskelijat luettelevat aistitehtäviin sopivia opetuksen tavoitteita, joista erottuu oppilaan tieto-, taito- ja tunneosaamisen vahvistaminen. Opiskelijat myös kuvailevat, kuinka aistitehtävät ovat merkityksellisiä opettajalle opetuksen toteutuksessa. Tutkimus havainnollistaa, mitä pedagogisia aistimahdollisuuksia suo voi tarjota alakoulun opetuksessa, millainen aistimisen alusta se voi olla ja miten luokanopettajaopiskelijat ohjaisivat oppilaitaan tekemään aistihavaintoja osana kasvatusta ja ympäristöopin opetusta. Autenttisessa suo-oppimisympäristössä toteutettu tutkimus tarjoaa näkökulman aistimisen ja kehollisen oppimisen hyödyntämiseen ympäristöopissa ja myös luonnontieteissä ja ympäristökasvatuksessa laajemmin. Pedagogisten aistimahdollisuuksien luominen on tapa edistää oppilaiden myönteistä luontosuhdetta ja ympäristöherkkyyttä sekä vahvistaa ymmärrystä luonnon arvosta ja kestävästä tulevaisuudesta.\u0000 \u0000Sensing in the swamp – primary school teacher students’ suggestions about pedagogical sensory possibilities in the swamp\u0000The study examines what pedagogical sensory possibilities primary school teacher students see in an authentic swamp learning environment and what objectives of teaching they associate with conscious observation of sensory experiences during a swamp excursion. The students were tasked with thinking about the teaching of the 5th and 6th grades of basic education. The data was collected during a field trip that is part of the primary school teacher studies. The students answered our written online questionnaire in the swamp. The data consists of 254 suggestions on sensory possibilities and 44 specifications on the teaching objectives in the tasks of conscious sensory. Students refer most often to the senses of touch and hearing, in addition to which there are several references to the senses of smell, sight and taste. The data depicts the senses as the bringers of factual knowledge, and objects able to sense are found in both animate and inanimate natures. Students list the objectives of teaching that are suitable for sensory tasks, from which stand out the strengthening of the pupil's know","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130017454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elevers uppfattningar av systemmodellering i arbete med hållbarhetsfrågor","authors":"Lotta Dessen Jankell","doi":"10.31129/lumat.11.1.1883","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1883","url":null,"abstract":"Artikeln utforskar svenska gymnasieelevers uppfattningar av att använda systemmodeller som ett sätt att arbeta med hållbarhetsfrågor i geografiundervisning. Systemtänkande lyfts fram av forskare som ett angreppssätt elever kan lära sig för att hantera komplexa frågor som rör systemförändringar med påverkan på en hållbar framtid. Geografiundervisning anses ha potential att utveckla elevers systemtänkande genom ämnets tvärvetenskapliga karaktär där natur, människa, samhällen och platser och kan vävas samman och förstås som en helhet. Det är dock få studier som introducerat systemmodellering i geografiundervisning och än mer sällsynt är undersökningar som fokuserar på elevernas röster om fenomenet att använda systemmodeller för att ta sig an komplexa hållbarhetsfrågor. Artikeln baseras på 32 intervjuer och 138 skriftliga reflektioner där elever beskriver hur de uppfattar att använda en specialdesignad systemmodell, kallad sambandsväven under två undervisningsmoment. Elevernas uppfattningar analyserades fenomenografiskt och visar tre kvalitativt skilda sätt att uppfatta arbetet med sambandsväven som ett sätt att: a) modellera ett komplext innehåll med systemredskap, b) representera ett innehåll som system med verkliga exempel och c) utforska verkligheten som system. Resultatet visar också att vid det första tillfället då eleverna arbetade med sambandvävarna upplevdes de som redskap och det fanns ett glapp mellan modellarbetet och de verkliga problemen. Den andra gången uppfattades fenomenet som ett sätt att utforska verkligheten som system och fler aspekter av systemtänkande utvecklades. Artikeln bidrar vidare med kunskap om vad elever behöver ges möjlighet att urskilja för att kunna utveckla systemtänkande genom geografiundervisningen.\u0000 \u0000Students perceptions of systems modelling about sustainability issues\u0000The article explores students’ experiences while using system models to analyze sustainability issues in geography teaching. Students at upper secondary school level in Sweden participated in a long-term teaching design study where system models were introduced and used to analyze complex issues. After the teaching segment, the students were interviewed about their experiences. The data, consisting of 32 interviews and 138 written reflections, was analyzed using phenomenography. The results show three qualitatively different ways of experiencing what it means to work with system models to deal with sustainability issues. The students perceived these as: a) a tool for modelling complex content, b) a representation of complex issues, and c) a way to explore reality in terms of systems. The results were quantified to compare if students’ experiences differed in relation to the teaching that they participated in. The conclusions show that during the first time that the students used the models they experienced the system models as a tool and there was a gap between the models and the real issues. Only few aspects of systems thinking developed. The sec","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134471809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sukupuolen ja koulutusorientaation vaikutus yhdeksäsluokkalaisten kestävän kehityksen näköaloihin","authors":"Johanna Naukkarinen, Laura Jouhkimo","doi":"10.31129/lumat.11.1.1873","DOIUrl":"https://doi.org/10.31129/lumat.11.1.1873","url":null,"abstract":"Tässä artikkelissa tarkastelemme sukupuolen ja koulutusorientaation risteämien vaikutusta siihen, miten peruskoulun yhdeksäsluokkalaiset suhtautuvat ekososiaalisen kestävyyden osatekijöihin. Tulokset perustuvat kyselyaineiston (N=403) monimuuttuja-analyyseihin, joiden avulla tarkasteltiin eroja oppilaiden näkemyksissä liittyen ekologiseen kestävyyteen sekä liiketoiminnan taloudellisiin ja sosiaalisiin puoliin. Aineisto on kerätty osana prosessia, jonka avulla seurataan LUT-yliopiston ja Lappeenrannan kaupungin perusopetuksen välisen yhteistyön vaikutuksia. Yksi yhteistyön tavoitteista on oppilaiden ekososiaalisen sivistyksen lisääminen/kehittäminen. Tutkimuksessa havaittiin, että sukupuolen ohella myös koulutusorientaatiolla on vaikutusta nuorten kestävään kehitykseen liittyviin näkemyksiin. Kaikki oppilaat yhdenvertaisesti kohtaavan kestävyyskasvatuksen suunnittelussa ja toteutuksessa tulisikin nykyistä paremmin huomioida aktiviteettien kiinnittyminen erityisesti nuorten miesten, että matalamman koulutusorientaation omaavien nuorten elämänpiiri, verkostot ja kiinnostuksen kohteet.\u0000 \u0000Effect of gender and educational orientation on ninth graders' perspectives on sustainable development\u0000This article looks at the effect of intersections of gender and educational orientation on primary school ninth graders’ views of eco-social sustainability. The results are based on multivariate analyses of survey data (N=403), which were used to examine differences in pupils' views regarding ecological sustainability and the economic and social aspects of business. The material has been collected as part of a process to monitor the effects of cooperation between LUT University and the City of Lappeenranta basic education. One of the goals of the cooperation is to increase/develop the students' eco-social intelligence. The study found that not only gender but also educational orientation has an impact on the views of young people on sustainable development. In fact, more attention should be paid to the planning and implementation of sustainability education that meets all pupils on an equal basis and offers especially young men and adolescents with lower educational orientation more opportunities to relate the educational activities to their sphere of life, networks, and interests.\u0000Keywords: Sustainable development, gender, educational orientation, intersectionality\u0000Fulltext in Finnish.","PeriodicalId":269228,"journal":{"name":"LUMAT: International Journal on Math, Science and Technology Education","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127038754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}