Johannes Pernaa

@helsinki.fi

University Lecturer, Department of Chemistry/faculty of Science
University of Helsinki

Johannes Pernaa


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https://researchid.co/johannespernaa
I work as a university lecturer at the Chemistry Department in University of Helsinki. My main responsibility is to develop chemistry teacher education in our university, which includes a lot of teaching and thesis supervising. I am also the Editor-in-Chief of LUMAT.

EDUCATION

2015 B.Eng., Metropolia University of Applied Sciences
2011 Ph.D., University of Helsinki
2008 M.Sc., University of Helsinki
2008 B.Sc., University of Helsinki

RESEARCH, TEACHING, or OTHER INTERESTS

Chemistry, Education, Computer Science, Information Systems
28

Scopus Publications

1229

Scholar Citations

17

Scholar h-index

29

Scholar i10-index

Scopus Publications

  • Ensuring the relevance of an evidence-based chemistry teacher education study program: narrative insights from continuous research-based development conducted at the University of Helsinki
    Johannes Pernaa, Outi Haatainen, Maija Aksela
    Chemistry Teacher International, 2026
    This article has two aims. First is to introduce an evidence-based research-oriented chemistry teacher education study program developed and applied at the University of Helsinki (Finland) since 2001. The study program is a 5-year master’s program operated by the Faculty of Science. Second is to provide insights for the constant research-based development needed to ensure its relevance in the rapidly changing world. The focus is to report what kind of research resources and research-based development are constantly required to keep an academic chemistry teacher education study program up to date. The research approach is narrative. We aim to produce good practice guidelines by generating narrative insights from selected design-based research projects implemented by our research group. With this approach the key insight is that there is a need to conduct research-based development on four levels simultaneously: 1) learning resources for courses, 2) pedagogical models and courses, 3) program and university level development, and 4) national and international level projects. What unites these different categories is that they all require a co-design approach to fulfil the needs of all stakeholders. The insights provided in the article can serve as a valuable example for chemistry teacher education curriculum development around the world.
  • Learners, Not Just Data Contributors: Citizen Scientists’ Self-Regulated Learning
    Ruonan Hu, Johannes Pernaa, Maija Aksela, Xinning Pei, Yiming Yu
    Science and Education, 2025
  • The Foundations of Reskilling and Upskilling
    Dharel P. Acut, Manuel B. Garcia, Jun Karren V. Caparoso, Resty C. Collado, Sylvester T. Cortes, et al.
    Reskilling and Upskilling in the Age of AI A Practical Guide to Workforce Transformation, 2025
  • A Pedagogical Model for Teaching Systems Thinking in a Sustainable Chemistry Course: A Design-Based Research Approach
    Emmi Vuorio, Johannes Pernaa, Maija Aksela
    Journal of Chemical Education, 2025
  • Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach
    Johannes Pernaa, Miha Ambrož, Outi Haatainen
    Education Sciences, 2025
    Project-based learning provides a common context for STEM education at all educational levels. However, before future chemistry teachers can implement it in their teaching, they need to have experience in completing complex projects by themselves. According to previous research, an engineering perspective in STEM projects has been difficult to implement. Therefore, this design-based research project focuses on producing pedagogical resources for conducting STEM projects based on authentic engineering practices. Through three-cycle design research, we crafted Excel templates that support a step-by-step framework for completing complex engineering projects and an evaluation matrix that includes formative and summative tools. The design solutions were validated through empirical problem analysis, which yielded qualitative insights into the possibilities and challenges of the produced tools. From this data, we formulated five best practices for teachers to focus on achieving successful project outcomes, with priority being to support the progress of the engineering approach and support it via guidance and peer collaboration. For future chemistry teachers, artificial intelligence tools offer support, especially for hardware assembly and software coding. The research produced educational artifacts that support conducting STEM projects in higher education and insights into their best practices. Since design solutions are based on research and real-life engineering practices, they are useful for all fields in higher education that conduct STEM projects and aim to teach authentic engineering skills.
  • AI shaming among teacher education students: A reflection on acceptance and identity in the age of generative tools
    Dharel P. Acut, Eliza V. Gamusa, Johannes Pernaa, Chokchai Yuenyong, Anabelle T. Pantaleon, et al.
    Pitfalls of AI Integration in Education Skill Obsolescence Misuse and Bias, 2025
    As generative AI tools become increasingly integrated into educational practice, its use among pre-service teachers is often accompanied by hesitation and discomfort. This chapter examines the phenomenon of AI shaming among teacher education students—the stigma and reluctance to disclose AI tool use due to perceived threats to academic authenticity. Drawing on classroom insights and student reflections, it explores how social norms, institutional pressures, and identity formation shape this behavior. These experiences reveal the deep tension between embracing technological innovation and maintaining traditional standards of academic merit. The chapter highlights the implications for digital literacy, professional development, and ethical technology integration. It calls for a shift in narrative, framing AI not as a shortcut but as a tool for innovation. Actionable strategies for educators and institutions are proposed to foster open, reflective, and supportive environments for responsible AI use in teacher education.
  • UNDERSTANDING THE ROLE OF TECHNOLOGICAL SELF-EFFICACY IN FOSTERING CREATIVE PROBLEM-SOLVING AND CURIOSITY IN TEACHER EDUCATION: A STRUCTURAL EQUATION MODELING APPROACH
    Randy Mangubat, Veronica Calasang, Raymond Espina, Dennis Capuyan, Eliza Gamusa, et al.
    Journal of Technology and Science Education, 2025
    The integration of digital technologies in education has profoundly transformed teacher education, necessitating a focus on creativity, problem-solving, and inquiry-based learning. Despite the expanding literature on technological self-efficacy, creativity, and curiosity in education, significant gaps persist in understanding their relationships, especially in teacher education. Utilizing a cross-sectional design, the study applies PLS-SEM to investigate the relationships among technological attitudes, technological self-efficacy, technological problem-solving engagement, intrinsic motivation, learning engagement, pedagogical knowledge, content knowledge, creative reasoning, and curiosity among 875 respondents from a state university in Cebu City, Philippines. The findings reveal that positive technological attitudes significantly enhance technological self-efficacy, which, while influencing technological problem-solving engagement, does not directly impact creative reasoning or curiosity. Additionally, both technological problem-solving engagement and intrinsic motivational factors substantially contribute to fostering creativity and curiosity. The strong roles of pedagogical knowledge and content knowledge further emphasize the need for teacher education programs to incorporate holistic strategies that combine technological engagement with pedagogical frameworks. These insights underscore the importance of equipping pre-service teachers with the skills and knowledge necessary to cultivate creativity and curiosity in their future classrooms, thereby enhancing overall educational effectiveness.
  • Lessons for Sustainable Science Education: A Study on Chemists’ Use of Systems Thinking across Ecological, Economic, and Social Domains
    Emmi Vuorio, Johannes Pernaa, Maija Aksela
    Education Sciences, 2024
    This paper explores how concept maps can be structured based on researcher narration as a systems thinking (ST) approach in science education to portray the systemic nature of developmental work by chemists on solutions related to sustainability. Sustainability cannot be achieved without a systemic approach that considers all the domains of prosperity and well-being—ecological, social, and economic. Science education must respond to this challenge accordingly and find effective ways to include the ST approach. Data were collected from three semi-structured, in-depth interviews with chemists. The analysis was carried out using qualitative content analysis and modelling the systemic structures in concept maps as articulated by the chemists. The results show that authentic narratives of chemists’ developmental work can be used as material in a concept mapping exercise to reveal several ST elements and learning objectives, including leverage points and delays, that have not been presented in previous exercises. The chemists’ descriptions were also found to address the challenge of sustainability education by depicting a holistic and multidimensional picture of the reality where the developmental work is conducted. Furthermore, all three domains of sustainability were identified. The economic and industrial perspectives were especially valuable from the science education viewpoint.
  • Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory
    Outi Haatainen, Johannes Pernaa, Reija Pesonen, Julia Halonen, Maija Aksela
    Education Sciences, 2024
    This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers.
  • Artificial Intelligence Chatbots in Chemical Information Seeking: Narrative Educational Insights via a SWOT Analysis
    Johannes Pernaa, Topias Ikävalko, Aleksi Takala, Emmi Vuorio, Reija Pesonen, et al.
    Informatics, 2024
    Artificial intelligence (AI) chatbots are next-word predictors built on large language models (LLMs). There is great interest within the educational field for this new technology because AI chatbots can be used to generate information. In this theoretical article, we provide educational insights into the possibilities and challenges of using AI chatbots. These insights were produced by designing chemical information-seeking activities for chemistry teacher education which were analyzed via the SWOT approach. The analysis revealed several internal and external possibilities and challenges. The key insight is that AI chatbots will change the way learners interact with information. For example, they enable the building of personal learning environments with ubiquitous access to information and AI tutors. Their ability to support chemistry learning is impressive. However, the processing of chemical information reveals the limitations of current AI chatbots not being able to process multimodal chemical information. There are also ethical issues to address. Despite the benefits, wider educational adoption will take time. The diffusion can be supported by integrating LLMs into curricula, relying on open-source solutions, and training teachers with modern information literacy skills. This research presents theory-grounded examples of how to support the development of modern information literacy skills in the context of chemistry teacher education.
  • Editorial: Sustainable Chemistry and Education
    Outi Haatainen, Emmi Vuorio, Johannes Pernaa
    Lumat, 2024
  • Promoting institutional collaboration through a joint project-based learning course: a case study of upper secondary school and university students’ experienced relevance
    Topias Ikävalko, Johannes Pernaa, Outi Haatainen, Maija Aksela
    Frontiers in Education, 2024
  • Cheminformatics, metabolomics, and stem cell tissue engineering
    Rajiv Kumar, Magali Cucchiarin, Agnieszka Maria Jastrzębska, Gerardo Caruso, Johannes Pernaa, et al.
    Computational Biology for Stem Cell Research, 2024
  • Safe City: A Study of Channels for Public Warnings for Emergency Communication in Finland, Germany, and Greece
    Sari Yli-Kauhaluoma, Milt Statheropoulos, Anne Zygmanowski, Osmo Anttalainen, Hanna Hakulinen, et al.
    Multimodal Technologies and Interaction, 2023
  • Open-Source Software Development in Cheminformatics: A Qualitative Analysis of Rationales
    Johannes Pernaa, Aleksi Takala, Veysel Ciftci, José Hernández-Ramos, Lizethly Cáceres-Jensen, et al.
    Applied Sciences Switzerland, 2023
  • Supporting the Transition to Higher Education: Finnish Principals’ Views on Opportunities and Challenges of Institutional Cooperation
    Topias Ikävalko, Johannes Pernaa, Maija Aksela
    Education Sciences, 2023
  • Promoting STEM Education of Future Chemistry Teachers with an Engineering Approach Involving Single-Board Computers
    Miha Ambrož, Johannes Pernaa, Outi Haatainen, Maija Aksela
    Applied Sciences Switzerland, 2023
  • Editorial: Computational science and STEM education
    Jorge Rodríguez-Becerra, Johannes Pernaa
    Frontiers in Education, 2023
  • Supporting the Relevance of Chemistry Education through Sustainable Ionic Liquids Context: A Research-Based Design Approach
    Johannes Pernaa, Vilja Kämppi, Maija Aksela
    Sustainability Switzerland, 2022
  • Possibilities and Challenges of Using Educational Cheminformatics for STEM Education: A SWOT Analysis of a Molecular Visualization Engineering Project
    Johannes Pernaa
    Journal of Chemical Education, 2022
  • The effects of using socio-scientific issues and technology in problem-based learning: A systematic review
    José Hernández-Ramos, Johannes Pernaa, Lizethly Cáceres-Jensen, Jorge Rodríguez-Becerra
    Education Sciences, 2021
  • Learning reaction kinetics through sustainable chemistry of herbicides: A case study of preservice chemistry teachers' perceptions of problem-based technology enhanced learning
    Lizethly Cáceres-Jensen, Jorge Rodríguez-Becerra, Bárbara Jorquera-Moreno, Mauricio Escudey, Sofía Druker-Ibañez, et al.
    Journal of Chemical Education, 2021
  • The Relevance of Radiochemistry: Perceptions of Future Radiochemists
    Johannes Pernaa, Gareth T. W. Law, Sanjeev Ranjan
    Journal of Chemical Education, 2021
  • A systematic review of 3D printing in chemistry education - Analysis of earlier research and educational use through technological pedagogical content knowledge framework
    Johannes Pernaa, Susanne Wiedmer
    Chemistry Teacher International, 2020
  • Developing technological pedagogical science knowledge through educational computational chemistry: A case study of pre-service chemistry teachers' perceptions
    Jorge Rodríguez-Becerra, Lizethly Cáceres-Jensen, Tatiana Díaz, Sofía Druker, Víctor Bahamonde Padilla, et al.
    Chemistry Education Research and Practice, 2020
  • Editorial
    Johannes Pernaa, Veli-Matti Vesterinen
    Lumat, 2019
  • Promoting meaningful science teaching and learning through ict in the finnish LUMA ecosystem
    New Ways to Teach and Learn in China and Finland Crossing Boundaries with Technology, 2017
  • Learning organic chemistry through a study of semiochemicals
    Johannes Pernaa, Maija Aksela
    Journal of Chemical Education, 2011

RECENT SCHOLAR PUBLICATIONS

  • Supporting Chemistry Teachers’ AI Integrated Practices: A Co Design–Based LUMA AI Online Forum Model and an AI PCK Framework
    M Aksela, M Roiha, J Pernaa
    Preprints , 2026
    2026
  • Ensuring the relevance of an evidence-based chemistry teacher education study program: narrative insights from continuous research-based development conducted at the University …
    J Pernaa, O Haatainen, M Aksela
    Chemistry Teacher International 8 (1), 143-160 , 2026
    2026
    Citations: 9
  • Cheminformatics Agent
    J Pernaa
    2026
  • Key insights into chemistry education research for a sustainable future
    M Aksela, J Pernaa, O Haatainen, M Roiha
    Kemiauutiset KemiNyheter ChemistryNews 18 (1), 61-64 , 2026
    2026
  • Educating innovative and collaborative chemistry teachers: For a sustainable future
    M Aksela, J Pernaa, O Haatainen
    Kemiauutiset KemiNyheter ChemistryNews 18 (1), 58-60 , 2026
    2026
    Citations: 1
  • Towards AI integrated chemistry education: Making chemistry relevant through technology
    M Aksela, J Pernaa, M Roiha
    Kemiauutiset KemiNyheter ChemistryNews 18 (1), 65-68 , 2026
    2026
    Citations: 2
  • How Can Evidence-Based Teacher Education Promote Relevant Chemistry Learning Through Teachers’ Professional Agency?
    M Aksela, J Pernaa
    Preprints , 2026
    2026
    Citations: 1
  • Kemiauutiset 2026
    J Pernaa, T Ikävalko
    Helsingin yliopiston kemian osasto , 2026
    2026
  • Kemian Päivät 2026 seminaariesittely: Tekoälyä ja virtuaalilaboratorioita kemian tiedekasvatukseen
    J Pernaa
    Kemian opetuksen jaoston blogi 1 , 2025
    2025
  • Jakamisella viisautta: Kokeiluja, oppeja ja oivalluksia innovaatio-ja oppimisympäristöissä
    M Kenttälä, S Tonttila, A Värtö, S Nenonen, E Hietakymi, S Kankaala, ...
    Helsingin kaupunki , 2025
    2025
  • Preprint-ennakkopainokset mahdollistavat saatavuuden rahojen loppuessa
    J Pernaa
    Ajatuksia 11, 2 , 2025
    2025
  • The Foundations of Reskilling and Upskilling
    DP Acut, MB Garcia, JKV Caparoso, RC Collado, ST Cortes, MT Magsayo, ...
    Reskilling and Upskilling in the Age of AI, 18-44 , 2025
    2025
    Citations: 1
  • Kemian päivät 2026: Kestävää tulevaisuutta ja tekoälyä
    J Pernaa
    2025
  • Chemistry Education for a Sustainable and Technological Future: A Finnish Perspective
    M Aksela, J Pernaa, O Haatainen
    2025
  • Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach
    J Pernaa, M Ambrož, O Haatainen
    Education Sciences 15 (9), 1196 , 2025
    2025
    Citations: 10
  • Chemistry Education Research Conducted at Master’s Theses: A Case Study from a Finnish University
    J Pernaa, O Haatainen, M Aksela
    2025
  • A Pedagogical Model for Teaching Systems Thinking in a Sustainable Chemistry Course: A Design-Based Research Approach
    E Vuorio, J Pernaa, M Aksela
    Journal of Chemical Education 102 (9), 3878-3892 , 2025
    2025
    Citations: 12
  • Kehittämistutkimus: Kokeellinen opetuskokonaisuus mikromuoveista kestävyyskasvatuksen kontekstissa
    R Öörni, O Haatainen, J Pernaa, M Aksela
    Helsingin yliopisto , 2025
    2025
  • Understanding the role of technological self-efficacy in fostering creative problem-solving and curiosity in teacher education: A structural equation modeling approach
    R Mangubat, V Calasang, R Espina, D Capuyan, E Gamusa, J Pernaa, ...
    Journal of technology and science education 15 (2), 456-478 , 2025
    2025
    Citations: 7
  • Open-source development in cheminformatics
    J Pernaa
    CHEMS Spring Seminar 2025 , 2025
    2025

MOST CITED SCHOLAR PUBLICATIONS

  • Kehittämistutkimus tutkimusmenetelmänä
    J Pernaa
    Kehittämistutkimus opetusalalla, 9-26 , 2013
    2013
    Citations: 202
  • The effects of using socio-scientific issues and technology in problem-based learning: A systematic review
    J Hernández-Ramos, J Pernaa, L Cáceres-Jensen, J Rodríguez-Becerra
    Education Sciences 11 (10), 640 , 2021
    2021
    Citations: 105
  • Kehittämistutkimus opetusalalla
    J Pernaa
    PS-kustannus , 2013
    2013
    Citations: 102
  • Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions
    J Rodríguez-Becerra, L Cáceres-Jensen, T Díaz, S Druker, VB Padilla, ...
    Chemistry Education Research and Practice 21 (2), 638-654 , 2020
    2020
    Citations: 70
  • A systematic review of 3D printing in chemistry education–analysis of earlier research and educational use through technological pedagogical content knowledge framework
    J Pernaa, S Wiedmer
    Chemistry Teacher International 2 (2), 20190005 , 2020
    2020
    Citations: 65
  • Kehittämistutkimus pro gradu-tutkielman tutkimusmenetelmänä
    M Aksela, J Pernaa
    Kehittämistutkimus opetusalalla, 181-200 , 2013
    2013
    Citations: 54
  • Kehittämistutkimus: Tieto-ja viestintätekniikkaa kemian opetukseen
    J Pernaa
    Helsingin yliopisto , 2011
    2011
    Citations: 50
  • Chemistry teachers' and students' perceptions of practical work through different ICT learning environments
    J Pernaa, M Aksela
    Problems of Education in the 21st Century 16, 80 , 2009
    2009
    Citations: 37
  • Supporting the relevance of chemistry education through sustainable ionic liquids context: a research-based design approach
    J Pernaa, V Kämppi, M Aksela
    Sustainability 14 (10), 6220 , 2022
    2022
    Citations: 33
  • Learning reaction kinetics through sustainable chemistry of herbicides: A case study of preservice chemistry teachers’ perceptions of problem-based technology enhanced learning
    L Cáceres-Jensen, J Rodríguez-Becerra, B Jorquera-Moreno, M Escudey, ...
    Journal of Chemical Education 98 (5), 1571-1582 , 2021
    2021
    Citations: 33
  • Artificial intelligence chatbots in chemical information seeking: Narrative educational insights via a SWOT analysis
    J Pernaa, T Ikävalko, A Takala, E Vuorio, R Pesonen, O Haatainen
    Informatics 11 (2), 20 , 2024
    2024
    Citations: 31
  • Model-based design research: A practical method for educational innovations
    J Pernaa, M Aksela
    Advances in Business-Related Scientific Research Journal 4 (1), 71-83 , 2013
    2013
    Citations: 29
  • Promoting STEM education of future chemistry teachers with an engineering approach involving single-board computers
    M Ambrož, J Pernaa, O Haatainen, M Aksela
    Applied Sciences 13 (5), 3278 , 2023
    2023
    Citations: 25
  • Lessons for sustainable science education: a study on chemists’ use of systems thinking across ecological, economic, and social domains
    E Vuorio, J Pernaa, M Aksela
    Education Sciences 14 (7), 741 , 2024
    2024
    Citations: 24
  • Supporting the teacher identity of pre-service science teachers through working at a non-formal STEM learning laboratory
    O Haatainen, J Pernaa, R Pesonen, J Halonen, M Aksela
    Education Sciences 14 (6), 649 , 2024
    2024
    Citations: 21
  • Concept maps as meaningful learning tools in a web-based chemistry material
    J Pernaa, M Aksela
    International Conference on Concept Mapping, 282-289 , 2008
    2008
    Citations: 21
  • AI shaming among teacher education students: A reflection on acceptance and identity in the age of generative tools
    DP Acut, EV Gamusa, J Pernaa, C Yuenyong, AT Pantaleon, RC Espina, ...
    Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and … , 2025
    2025
    Citations: 20
  • Introduction to molecular modeling in chemistry education
    J Pernaa, M Aksela, SP Ghulam
    e-Oppi , 2017
    2017
    Citations: 15
  • Learning organic chemistry through a study of semiochemicals
    J Pernaa, M Aksela
    Journal of Chemical Education 88 (12), 1644-1647 , 2011
    2011
    Citations: 15
  • Future chemistry teachers use of knowledge dimensions and high-order cognitive skills in pre-laboratory concept maps
    J Pernaa, M Aksela
    Concept maps: Making learning meaningful. Proceedings of the Fourth … , 2010
    2010
    Citations: 14