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Remote sensing and geographical information system (GIS) methods combined with ground estimations were used to assess the effects of rehabilitation on the aquatic vegetation of a shallow, eutrophic lake in Finland. Aerial photograph interpretation was used to study the distribution of aquatic vegetation before (1953, 1996) and after (2001) rehabilitation in 1997. A digital elevation model was derived to relate the change in the aquatic vegetation to water depth. In addition, changes in the biomass of the most abundant species of the lake, Common Club-rush (Schoenoplectus lacustris), were studied by means of a regression analysis relating the ground estimations to the reflectance values (R 2~0 .889, pv0.001). The results indicated that the objective of the rehabilitation-to stop the overgrowth process-has at least temporarily been achieved. After rehabilitation the most noticeable change had taken place in the area covered by floating-leaved vegetation. Greater proportional changes in the aquatic vegetation areas had occurred in the deep rather than in the shallow areas. A decrease in biomass of Common Club-rush was estimated to be 30% due to rehabilitation. The use of remote sensing and GIS provided valuable information on temporal and spatial changes in the aquatic vegetation, and the methods could be applied more extensively for lake monitoring purposes.

This paper centers on to evaluate whether and to what extent the learning objectives of the geography curricula emphasize students' higher-order thinking skills (HOTS), and whether students are capable of answering to HOTS-questions by using the Finnish upper secondary geography education as an example. The revised Bloom's taxonomy was used as a framework for the content analysis. The findings show that geography has the potential to enhance students' HOTS, but students experience difficulties when answering to HOTS-questions. The results could be used to evaluate the desired thinking skills and knowledge dimensions in geography education for to enhance students meaningful learning.

The aim of this research is to ask what kind of geography is taught in Finnish upper secondary schools and whether this knowledge is powerful knowledge. This is achieved by analysing 11 in-service geography teachers' concept maps and in-depth interviews with qualitative data analysis. The results indicate the dominance of three terms: spatiality, phenomena and a holistic approach running through the teachers' conceptions of geographical knowledge, skills and assessment. Geography is described by the teachers as a science which studies extensive spatial phenomena with the help of concepts and a holistic approach and in which values and students' own lived experiences play a major role. We conclude that the in-service Finnish upper secondary teachers' perceptions of geography are a form of powerful knowledge because they: 1) urge students to form new geographical thinking about the world, 2) give possibilities for students to study geographical phenomena and 3) evaluate their own knowledge, 4) encourage students to follow topical debates in different scales, 5) open up the students' world views and 6) support the general objectives of Finnish upper secondary schools by applying four of the six cross-curricular themes to a great extent in teaching geography, particularly sustainable development.