Jorma Enkenberg, Professor (Education) Sanna HärkÜnen, Researcher (For.) Hanna Nygren, Planning Officer (Education) Petteri Vanninen, Special Researcher (For.) Henriikka Vartiainen, Researcher (Education) Helkamari Nolte, Museum Director Eero Knaapi, Museum Host Marko Rikala, Museum Assistant Teijo Nikkanen, Senior Researcher (For.) Suvi Pessala, Research Assistant
LUSTO METHOD The objects in the Finnish Forest Museum provide unique opportunities for learning. By means of museum objects it is possible to study what happened in the past and to look into the future. The museum objects may be studied from several different perspectives and using different approaches, including observation, analysis, photography or learning about narratives related to the objects. In the vicinity of the museum, another unique learning opportunity is provided by the Research Forest of the Finnish Forest Research Institute (METLA), which allows the study of phenomena and research related to forests.
This method and the learning opportunities of the Forest Museum and the Punkaharju Research Unit of the Forest Research Institute are developed jointly with the METKA team at the Savonlinna Department of Teacher Education of the University of Joensuu. This material lead you to a new opportunity of learning. Join us and be welcome!
Translation funded by
LEARNING OBJECTS IN USE
PEDAGOGICAL MODEL OF THE LEARNING ENVIRONMENT
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RESEARCH OBJECTS
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SCAFFOLDS TO SELECTING RESEARCH OBJECTS AND TOOLS
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PRECONCEPTIONS ABOUT MUSEUMS AND FORESTS
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RESEARCH NARRATIVE
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STAGES OF ACTION
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INQUIRY PLAN
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INQUIRY REPORT
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LEARNING OBJECTS IN USE
PEDAGOGICAL MODEL OF THE LEARNING ENVIRONMENT The museum objects in the Finnish Forest Museum Lusto and the objects in the Research Park of the Finnish Forest Research Institute provide a variety of learning opportunities, supporting authentic and inquiry-centered learning activities in particular. This is a model of learning which pays less attention to learning the characteristics of the objects and instead, focuses on learning from and with museum objects. Instead of a passive transfer of information, learning becomes an active process in which the leaner’s constructs knowledge through investigation and research, experimenting and observation, in interaction with other learners. The visit to the museum becomes a new and more comprehensive experience, focusing on the learner’s communal activity. The learners design the visit together in advance, and the learning process continues after the visit. Ample time should be reserved for the process, so that the journey of discovery becomes a success.
INSTRUCTIONAL MODEL AND THE PROGRESS OF LEARNING PROBLEM-BASED LEARNING / PROJECT-BASED LEARNING
The instructional model adopted in the learning environment is problem-based learning. In problembased learning, the learning is initiated by a challenging and topical problem which the learners start to solve. In problem-based work, information is not transferred directly from books or the teacher, but the learners themselves actively participate in constructing the information. The teacher’s role is to facilitate the learning. In problem-based work, the learners often work in small groups, The learners define their research problem and formulate a research plan, after which they begin to find information to support the problem-solving. When the information has been gathered, it is interpreted and processed and conclusions are drawn. Following is a more detailed description of each stage of the research process.
INSTRUCTIONAL MODEL
TOOLS
ORIENTATION ACTIVITIES VIRTUAL DESIGN TOOL FORMULATION OF THE INQUIRY TASK
INQUIRY
INQUIRY TOOLS
GENERALIZATION
ANALYSIS TOOLS
INQUIRY REPORTING
REPORTING TOOLS
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DESIGN RESOURCES • • • • •
Topical discussion issues Expert perspectives Research narratives Learning objects Inquiry plan
• Physical tools • Cognitive tools
• Reporting template
ORIENTATION ACTIVITIES
(2-3 h)
Before the study trip, the learners plan the visit and formulate a research task for themselves. The research task is not a traditional textbook problem, but an open question or problem with more than a single answer. Another essential point is that it is the learners who formulate the task. The teacher does not supply readymade tasks, or at the most, only provides a very general task, which the learners themselves will define further and thus shape a problem for themselves.
RESEARCH NARRATIVES STARTING OUT FROM A TOPICAL QUESTION OR PROBLEM “DRIVING QUESTION”
The starting-point of a group’s research challenge may be found in topical articles on the Internet or elsewhere. On the basis of articles the learners may begin to discuss topical forest issues, bringing in their previous knowledge and their opinions on issues and perspectives related to the theme. Creative techniques (such as brainstorming, the six thinking hats by de Bono, etc.) may also be used to support collaborative discussions and formulation of the research task.
RESEARCH PERSPECTIVES With the help of articles it is also possible to discuss different perspectives of approach with the learners. It is important to discuss different methods and perspective, for the learning environment is based on the idea that the objects and phenomena in the museum and the Research Park can be approached from different perspectives (i.e., technology or the “engineer’s perspective”, culture or the “anthropologist’s perspective”, environment of the “biologist’s perspective” and economy or the “economist’s perspective”). To support discussions, expert organisations have also produced on-line descriptions of the activity of researchers and professionals in different disciplines; learning about these may provide starting-points for designing the group research and the research perspectives.
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To support the group’s designing process, the web learning materials also include research narratives, or descriptions of other group’s study visits. The descriptions help the learners to formulate a mental model of the research process, which will support them as they next begin to design and carry out their own research. The narratives may be read together or in small groups, and they may be analysed with the help of cognitive tools found on-line. The learners may, for example, analyse the different stages of a visit and the research carried out during it. The learners may also study different narratives in small groups to find similarities and differences. An important point is to talk about the ideas given by the narratives. On the basis of discussions of topics and learning about research activity, the learners may then begin to think of different research problems. At the end of the lesson, the suggestions may be reviewed together and a joint research theme selected for the class (by voting or some other procedure). After this, the learners may set up small groups based on shared interests and begin to formulate practical research plans. At the preparatory stage, the learners do not have to have access to a computer room. It is enough if the teacher can display the web pages with a video projector to support discussion. However, it is important that before the learners begin to use the virtual design tool, they have discussed different ways and perspectives of approaching matters. Once they begin to have an overall image of how the process works, they may start constructing a research plan in a computer room.
LEARNING OBJECTS IN USE
RESEARCH PLAN
(2 h)
The next stage is the construction of a practical action plan for the research trip. The research trip to Punkaharju can be prepared with the help of an virtual design tool. To start the lesson, it is useful if the teacher can introduce the virtual design by means of a video projector, and show how it is used. After this the learners may begin to browse the design resource in small groups. In principle, the content of the planning tool may be approached from two directions – the research question or the research object.
FROM RESEARCH QUESTION TO RESEARCH OBJECT When approaching the content of the design resource from the direction of the research question, the learners may stop at each research object and consider whether studying it could provide answers for the class research task. In this way, the research objects and the research tools are selected with a view to the research perspective and the problem: Which objects could provide answers for our research problem? Which research tools are suitable for our research? By clicking on the Research Plan link, a plan page opens on top of the image/video, so that the selected research objects and tools can be recorded. By browsing research objects and tools, it is possible to further elaborate and modify the research task. The learners may also draw up several different plans that can be shared with others and thus used for writing a shared script for the visit, with the teacher’s help.
FROM RESEARCH OBJECT TO RESEARCH QUESTION In addition to the above, there is another alternative for formulating the research task and approaching the content of the design resource. Here, the learners first learn about topical issues, research narratives and research perspectives, as described above. After this the teacher may introduce the system and the learners may begin to browse the research objects in small groups. In this alternative, the research task is mainly formulated on the basis of the research objects, as the learners discuss each object to determine a question that a study of the object could answer.
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On the basis of questions evoked by the objects the learners may begin to formulate a research problem for themselves. Towards the end of the lesson, each small group may introduce their proposals to the others and comment on each others’ proposals. In conclusion, the class may construct a joint script of the visit with the teacher’s help, which is sent to the museum for comments. Before the visit it is recommended that the group and teacher together discuss Everyman’s rights and the rules of the Research Park, which are presented on the front page of the designing tool. Before leaving on the study trip, the research plans and the selected cognitive tools and other necessary documents should be printed out. Digital cameras and recording devices should also be included, as well as clothing appropriate for the weather.
INQUIRY (VISIT, approx. 1 day) For research by learners, the Finnish Forest Museum Lusto has a multidisciplinary research laboratory in which the learners may conduct research using different approaches, supervised by museum staff. The laboratory is equipped with different research instruments that may be studied in advance at the website.
RECEPTION The research day begins in the research laboratory, which is where the learners are received and welcomed. Here, the day may begin with a brief review of the group’s research plans and an introduction to the museum. After this the learners may begin to assemble a kit of research instruments and data as required by their plan, depending on the perspective they have adopted.
INQUIRY Once the research kits are complete, the groups start out to gather data in the Research Park and to visit the museum objects they have selected. The learners may move freely in the area and also agree about receiving expert instruction on how to use instruments, etc. If necessary, the learners may also request help by mobile phone and ask an expert or their teacher to come to the research site. It is useful to set a time by which all small groups should return to the laboratory at the latest.
LUNCH
REPORTING
The learners may have lunch in the Lusto restaurant or eat their own packed lunches outside. On Karjalankallio there is a shelter completed in 2007 that can take in a fairly large group in the event of rain and that also has a safe campfire site.
To conclude the research process, the learners summarise their findings. The website includes a reporting page that may be used to report on the findings. The graphic structuring tools, photographs, printouts, diagrams, tables, interview material, etc., created during the process will be attached to the report. The reporting page also includes a section for the group’s self-evaluation. In conclusion, the learner groups will introduce their findings to each other and discuss their research and any ideas that have been evoked during the process.
FURTHER RESEARCH (1–2 H) After the data gathering the learners may continue their research in the laboratory under the supervision of the museum staff. Depending on timetables and plans, they may make studies on different perspectives or only focus on one angle. However, the research plans constructed in advance should not be treated as binding, for new questions may arise during the visit, sending the learners back to the Research Park or to visit a museum object not included in the original plan. It is also possible to leave the research plans partly open, so that on the basis of their morning’s work, the learners may select one additional research object for the afternoon. Thus, the plans may be modified and enriched as the process unfolds. Depending on the timetable, the research plan and the research task, the learners may also proceed to the following stage of research: generalisation. The processing of data and the interpreting of findings can then be continued at school after the visit.
GENERALISATION
(1-2 h)
After the study trip the learners continue the problemsolving process at school. They now begin to work with the problem on a new level of understanding. They not only discuss what they have found out and learned during their research, but also make use of their learning in analysing the problem and drawing conclusions. New questions may also arise during the analysis, requiring further work.
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(2 h)
RESEARCH OBJECTS FINNISH FOREST MUSEUM LUSTO ANTHROPOLOGIST’S PERSPECTIVE
BIOLOGIST’S PERSPECTIVE
ENGINEER’S PERSPECTIVE
ECONOMIST’S PERSPECTIVE
“Karsikko” – a saint tree (a manmade mark or curving on the pine stem to honour the dead people, old Finnish mythology,)
The crosscut of Scots pine
Wood tar
Forest work in the different seasons
”Umpipuu” -specific kind of branch used to make medicine (old Finnish mythology)
A 6 000 years old Scots pine?
Forest work in the different seasons
”Karhunkallohonka” -an old pine called the skull of the bear (connects the ground to the sky making way for the spirit of the bear, old Finnish mythology)
Dendrochronology
Upgraded products from Wood
Medicines from the forest
Fire scar
Density and weight of wood
Recreational use of forests
Forest work in the different seasons
Forest machine ”Pika-50”
Looking for Finnishness
Density and weight of wood
Forest management tools and equipment
The room of silence
“Pettu” – replacement for flour, made of the cambium of the Scots pine
Artist’s tree
”Pitämyspuut” –saint trees
Wood tar
Interviews:
What is a valuable forest like?
ANTHROPOLOGIST’S PERSPECTIVE
BIOLOGIST’S PERSPECTIVE
ENGINEER’S PERSPECTIVE
ECONOMIST’S PERSPECTIVE
Plot 72 ”karsikko” –a manmade mark or curving on the pine stem
Plot 50 Scots pine, cut down
Plot 50 Scots pine, cut down
Plot 50 Scots pine, cut down
Plot 147 naturally regenerated silver birch stand, thinning experiments/ decaying wood
Plot 184/193 seed tree regeneration site of Scots pine
Plot 183 experimental control site –decaying pine stems
Plots 7/11 decaying pine in a natural forest (Kokonharju)
The remainings of the old house (Samulila)
Plot 14 Scots pine seed orchard
Plot 50 mature Scots pine stand (planted)
Plot 50 mature Scots pine stand (planted)
Plot 120 the water protection zone
Kanerva’s pine (a plus tree)
Plot 72 old Scots pine stand (Seppälänmäki)
Plot 72 old Scots pine stand (Seppälänmäki)
Plot 169 Karjalankallio, the campfire site
Plot 316 the origin experiments of Scots pine
Plot 74 young pine, spruce and birch stands
Plot 74 young pine, spruce and birch stands
The effect of forest management on landscape:
Arboretum: pine genus (Pinus sp.)
Plot 184/193 seed tree regeneration site of Scots pine
Plot 184/193 seed tree regeneration site of Scots pine
Plot 9 virgin pine forest, spruce undergrowth
Plot 203 decaying Norway spruce in a managed forest
Arboretum: genus pine (Pinus sp.)
Plot 203 Norway spruce, cut down
Plots 7/11 decaying Norway spruce in a natural forest (Kokonharju)
Plot 203 Norway spruce, cut down
Plot 203 decaying Norway spruce in a managed forest
Plot 239 cultivated mature spruce stand /thinning experiments of spruce
Plots 7/11 decaying spruce in a natural forest (Kokonharju)
Plots 7/11 decaying Norway spruce in a natural forest (Kokonharju)
Plot 74 planted young Norway spruce stand
Arboretum: spruce genus (Picea sp.)
Arboretum: genus spruce (Picea sp.)
Plot 75 silver birch (cut down)
Arboretum: Special forms of Norway spruce
Arboretum: special forms of Norway spruce
Plot 147 naturally regenerated silver birch stand, thinning experiments/ decaying wood
Plot 239 spruce stand, thinning experiments
Plot 239 cultivated mature Norway spruce stand / thinning experiments of spruce
Plot 262 mature silver birch stand (Betula pendula)
Plot 75 silver birch, cut down
Plot 265 origin experiments of Norway spruce
Plot 285 mature dawny birch stand (Betula pubescens)
Plot 39 curly birch stand (Betula pensula var. carelica)
Plot 75 silver birch, cut down
Plot 101 mixed forest
Plot 262 mature silver birch stand (Betula pendula)
European larch stand, where undergrowth cleared (plot 83) and not cleared (plot 99)
FINNISH FOREST RESEARCH INSTITUTE, PUNKAHARJU RESEARCH UNIT
RESEARCH OBJECTS
European larch stand left in natural state (plot 41) and managed (plot 43)
BIOLOGIST’S PERSPECTIVE
ENGINEER’S PERSPECTIVE
ECONOMIST’S PERSPECTIVE
Arboretum: special forms of silver birch
Plot 103 natural regeneration in a clear cut area
Plot 285 mature dawny birch stand (Betula pubescens)
Plot 39 curly birch stand (Betula pensula var. carelica)
Plot 183 experimental control site
Plot 101 mixed forest
Plot 147 naturally regenerated silver birch stand, thinning experiments/ decaying wood
Tall trees
Plot 183 experimental control site
Plot 262 mature silver birch stand (Betula pendula)
Plot 240 oak stand (Quercus robur)
Tall trees
Plot 285 mature dawny birch stand (Betula pubescens)
Plot 169 Karjalankallio, the campfire site
Plot 240 oak stand (Quercus robur)
Plot 101 mixed forest
Arboretum: genus larch (Larix sp.)
Plot 103 natural regeneration in a clear cut area
Arboretum: genus fir (Abies sp.)
Plot 183 experimental control site
Plot 169 Karjalankallio, the campfire site
Tall trees
Plot 12 a lush grove
Plot 14 a bog
Plot 62 a grove
Plot 120 water protection zone Plot 240 oak stand (Quercus robur) Plot 41 European larch stand left in natural state (dynamics of random disturbances) Arboretum: genus larch (Larix sp.) Arboretum: genus fir (Abies sp.) Plot 169 Karjalankallio, the campfire site
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LEARNING OBJECTS IN USE
RESEARCH TOOLS (COGNITIVE TOOLS) • What kind of data can be gathered with this tool? • How can this tool help us arrange our thoughts? BIOLOGIST’S ENGINEER’S ECONOMIST’S ANTHROPOLOGIST’S PERSPECTIVE PERSPECTIVE PERSPECTIVE PERSPECTIVE
RESEARCH OBJECT
CONTEXT
What does the research object bring to mind? What is there in the object? Is the object linked to a phenomenon? What is your answer based on? What else can you see in the image/series of images/ video clip? • What changes during the series of images/video? • What is the question that studying this object could provide answers to?
• What are the surroundings of the object like? • What else is there in the surroundings?
• • • • •
SCAFFOLDS TO SELECTING RESEARCH OBJECTS AND TOOLS
RESEARCH TOOLS (PHYSICAL TOOLS) BIOLOGIST’S ENGINEER’S ECONOMIST’S ANTHROPOLOGIST’S PERSPECTIVE PERSPECTIVE PERSPECTIVE PERSPECTIVE
RESEARCH OBJECT • • • • • • • • • •
What does the research object bring to mind? What is there in the object? What is the object made up of ? Is the object linked to a phenomenon? What is your answer based on? What else can you see in the image/series of images/ video clip? What changes during the series of images/video? What is there outside the image/video of the object? What is the question that studying this object could provide answers to? What are the reasons for selecting this object for research?
• What information can we get with this tool? • What is the tool used for? • What sort of data can we gather with this tool??
CONTEXT • What are the surroundings of the object like? • What else is there in the surroundings?
LEARNING OBJECTS IN USE
PRECONCEPTIONS ABOUT MUSEUMS AND FORESTS The learning projects begin by asking learners to write down their thoughts about museums and forests. What sort of things come to mind about a museum? What sort of things come to mind about a forest?
RESEARCH NARRATIVE RESEARCH TRIP TO THE FINNISH FOREST MUSEUM LUSTO AND THE ARBORETUM OF THE FOREST RESEARCH INSTITUTE Do you know what an increment borer is? Well, it is an interesting tool that can be used to take a sample of the annual rings in a living tree. Last week I was able to try it out during a visit to Punkaharju, to the Finnish Forest Museum Lusto and the Research Forest of the Forest Research Institute. Have you ever been there? Before the visit we wrote down some thoughts that occurred to each of us about forests and museums. Forests brought to mind many different thoughts, memories and experiences, which we also discussed together with the class. Next, our teacher asked that we set up small groups to study a number of topical press articles, and she gave us four hats of different colours, for each of us to choose from. Each hat was linked to a different role, and it was from that role that we should discuss the articles and think about their content. We talked about the subject for quite a long time and realised that there is often more than one solution to problems. The discussion also brought forward many interesting questions, and our teacher suggested that we could act as researchers and begin to find information in different ways to help us solve the questions. Also during the discussion we talked about the Finnish Forest Museum Lusto and the Research Forest of the Forest Research Institute, and we thought that they could provide us with many opportunities of looking at events in the past and also into the future. The next day we took a look at the Lusto website, which contained descriptions of the work of experts and researchers in different fields. As we compared the activity of different researchers, we could note several different methods and perspectives through which it is possible to look at processes and events related to forests, and also how much variation there could be in research on forests. The website also contained research narratives, which were descriptions of study trips to Punkaharju that different groups had made. Reading the narratives it occurred to us that we could also plan and carry out a study trip to Lusto and the Research Forest! After learning about research activity, we began to think of a research theme for our class visit. Some of us were more interested in a technological approach, while others preferred to look at forest issues from an environmental angle. So we decided to select a research theme that would allow different approaches. After settling on a theme, we set up small groups according to individual interests, so that each group could approach the shared challenge from their own perspective.
During the next class each group of students began to list research questions that would focus more narrowly on the research theme. We recorded these in an on-line research plan. For the content, we reviewed different objects in the museum and the forest and the tools related to each. Depending on the perspective, each object was linked to a number of tools that could be used to study it in Punkaharju. Each small group made different plans, and every once in a while we got together to discuss our plans, and then worked on them further on the basis of the other researchers’ comments. At the end of our class we sent our plans to Lusto, so that they would serve as a script for our study visit. The next week we travelled to Punkaharju. Our visit began at the Forest Museum, where Eero, the Museum Host, welcomed us. Eero took us through our programme and gave us our research kit bags. Each group had a different bag and would collect in it the tools that they had selected on-line in advance. After collecting the tools, some of the groups went to the museum, while the others went to the Research Forest to collect research material. It was in the forest that we were allowed to use the increment borer on a pine. That was fun, and after a while we got a long core of wood. We put the core in our bag together with other material. After collecting all the material we returned to the museum to study the museum objects that we had selected. We also compared the core we had bored with a pine that was 6,000 years old. Can you guess which was the older? At the end of the day, all of us gathered at the museum restaurant to eat lunch and discuss the events of the day. It was interesting to note that all of us had visited the same museum, but thanks to the advance preparation on-line, each of us had had a different visit. After coming back to school we began to organise the material that we had collected in Punkaharju. We compiled a number of tables and summaries with the computer and visited the library to find additional material for our research. At the end of the research process we wrote a report of our findings and presented it to the other learners. Then we had a discussion about how we could use the information we had collected in order to solve our research theme. By now, solving the research question felt a little bit easier, but – what was our question?
LEARNING OBJECTS IN USE
STAGES OF ACTION ANALYSE OF RESEARCH NARRATIVES
SCHOOL
PUNKAHARJU
STAGES OF ACTION ANALYSE OF RESEARCH NARRATIVES 1. ORIENTATION ACTIVITIES • Discussion about things that interest in a forest • Discussion about research perspectives • Studying the research narratives and story analysis • Selection and anchoring of open challenge
4. GENERALIZATION
SCHOOL
• Processing of data and interpreting of findings • Reporting on the learning project • Evaluation of meaning of project
PUNKAHARJU
3. INQUIRY • • • • •
Arrival at Punkaharju Gathering of inquiry tools Carrying out the inquiry Discussion about inquiry Departure from Punkaharju
2. INQUIRY PLAN • Research perspective • Forming ideas and selection of research theme • Forming ideas and selection of inquiry object • Selection of inquiry tools • Agreement on forms of work
INQUIRY PLAN SCRIPT FOR THE STUDY VISIT COMPOSITION OF RESEARCH TEAM: DATE AND TIME:
RESEARCH OBJECT:
Inquiry plan functions as a script for the study visit. The plan content is constructed by means of the research objects and tools included in the designing resource.
RESEARCH PROBLEM(S) THAT A STUDY OF THE OBJECT WILL PROVIDE A SOLUTION TO:
RESEARCH TOOLS (PHYSICAL TOOLS & COGNITIVE TOOLS) :
ADVANCE INFORMATION ON THE RESEARCH OBJECT:
IMPLEMENTATION OF RESEARCH:
THINGS TO DISCUSS • • • • •
What is the perspective from which the research is made? Which objects could provide answers to the research problem? /What is the question that a study of this object could provide an answer to? Which research tools are appropriate for this research? How will the research be carried out? Who will do what tasks? How much time is the research estimated to take?
Several different research plans can also be made. The different ideas and plans can then be discussed together, and a shared script can be constructed for the class visit.
DATE AND TIME:
INQUIRY REPORT
COMPOSITION OF RESEARCH TEAM:
RESEARCH PROBLEM(S):
ON WHAT BASIS WERE THE RESEARCH TOPIC AND PERSPECTIVE SELECTED? (PURPOSE OF RESEARCH)
HOW AND WITH WHAT TOOLS WAS THE RESEARCH DATA GATHERED? WHY? (RESEARCH METHODS)
WHAT WAS THE SOLUTION? WHAT IS THE SOLUTION BASED ON? (SOLUTION TO THE RESEARCH PROBLEM)
EVALUATION OF LEARNING WHAT EXPERIENCES DID WE HAVE?
WHAT DID WE LEARN?
WHAT DID WE NOT LEARN?
NUMBER OF ATTACHMENTS:________ ( cognitive tools, photographs, printouts, analytical diagrams, tables, interview data, etc.)
FINNISH FOREST MUSEUM LUSTO www.lusto.fi
FINNISH FOREST RESEARCH INSTITUTE, PUNKAHARJU RESEARCH UNIT http://www.metla.fi/metsat/punkaharju/index-en.htm
UNIVERSITY OF JOENSUU, SAVONLINNA DEPARTMENT OF TEACHER EDUCATION http://sokl.joensuu.fi/