University of Lapland

About: University of Lapland is a education organization based out in Rovaniemi, Finland. It is known for research contribution in the topics: Arctic & Indigenous. The organization has 665 authors who have published 1870 publications receiving 39129 citations. The organization is also known as: University of Rovaniemi & Lapin yliopisto.

Ten theses of the joy of learning at primary schools

Abstract: The aim of this paper is to decipher the essence of the joy of learning and the ways to enhance it at school. In the field of educational psychology, research on feelings is lacking, and the little that does exist has focused more on negative rather than positive feelings. The present paper is based on ethnographic and observational research of a Finnish school class (N = 19) and the data were collected by videotaping and photographing first- and second-grade pupils (aged 7–8) studying in the school and lessons from the autumn of 2003 until spring 2005. Based on the children's expressions of feelings and experiences, a detailed description of their experiences of joy of learning or lack of it in primary education was comprised by the video data by way of photos (N = 754). This method is known as the ethnography of experience. Ten theses of the joy of learning were created from the transcription of pupils' emotional talk and actions that were reflected by previous research. These resulted in 10 conclusions...

Finnish Children's Views on the Ideal School and Learning Environment.

Abstract: This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers how their notions should be valued in the development of schools to better respond to the challenges of the future. The school children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study. Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation, and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects that would enhance their ability to learn and their satisfaction with schooling.

Regional Climate Impacts of Stabilizing Global Warming at 1.5 K Using Solar Geoengineering

Abstract: The 2015 Paris Agreement aims to limit global warming to well below 2 K above preindustrial levels, and to pursue efforts to limit global warming to 1.5 K, in order to avert dangerous climate change. However, current greenhouse gas emissions targets are more compatible with scenarios exhibiting end-of-century global warming of 2.6–3.1 K, in clear contradiction to the 1.5 K target. In this study, we use a global climate model to investigate the climatic impacts of using solar geoengineering by stratospheric aerosol injection to stabilize global-mean temperature at 1.5 K for the duration of the 21st century against three scenarios spanning the range of plausible greenhouse gas mitigation pathways (RCP2.6, RCP4.5, and RCP8.5). In addition to stabilizing global mean temperature and offsetting both Arctic sea-ice loss and thermosteric sea-level rise, we find that solar geoengineering could effectively counteract enhancements to the frequency of extreme storms in the North Atlantic and heatwaves in Europe, but would be less effective at counteracting hydrological changes in the Amazon basin and North Atlantic storm track displacement. In summary, solar geoengineering may reduce global mean impacts but is an imperfect solution at the regional level, where the effects of climate change are experienced. Our results should galvanize research into the regionality of climate responses to solar geoengineering.