In this paper we describe how the social software environment Second life was used to encourage the teacher students to reflect themes of sexual education in a course of human biology. The aim of the study is also to describe teaching experiments’ from the perspective of students and teacher; also to outline the challenges relating the use of 3D virtual environment for learning.

According to the Finnish national curriculum, the sexual education ought to begin in childhood and extend throughout the life span. Previous research (e.g. Goldman, 2011; Buston et al, 2002) found the importance of  factors determining the positive impact of the sexual education among the others; clarity of goals, the consideration of the age and the pupils ‘cultural background, the grounding of teaching within the theoretical approaches, an adequate amount of time, versatile teaching methods and well-prepared teachers. In Finland, the sexual education is a part of health education in schools. The sexual education among the schools is mainly provided by teachers and school nurse. In curriculum, sexual education content concentrates on contraception and pregnancy as well as the prevention and treatment of sexually transmitted diseases. The aim of sexual education is to increase pupils’ understanding of sexuality, support the pupils’ sexual development and to promote a broad understanding of sexuality and factors related to sexual health. However, it should also aim at supporting and improving the knowledge of the young and a broader understanding of their sexuality, as well as increasing the discussion and social skills. (National core curriculum for basic education, 2004.)

Regardless of these aims in sexual education, there are issues that are sensitive and hard to express and discuss face-to-face. In order to encourage the students to bring up their views and conceptions related to sexuality, the possibility of anonymity is rather worth considering.  The 3D virtual environment Second life offers possibilities to deal with these topics using fictional figures, avatars, allowing students to discuss anonymously and learn from each other. The virtual environment allows students to build their avatar as they want, to modify the appearance and gender of  the avatar. The Second life also allows communication either by text or voice. These characteristics make Second Life as an interesting possibility for learning, especially collaborative learning practices (see. Andreas et al., 2010).  Still, the use of Second Life for learning needs to be more studied. The use of 3D environment with personal avatars and voice communication provides several possibilities for supporting students’ collaborative learning. Still, the complex environment differs strongly from the traditional learning environments as Moodle, which might be problematic. This study continues the discussion within the following questions:

1. How does the Second life and using anonymous avatars work for reflecting themes of the sexual education?
2. How do teacher students assess the environment in terms of technological, pedagogical and contentual aspects?
3. How does the teacher educator assess the environment in terms of teaching?

Andreas, K., Tiatsos, T., Terzidou, T., & Pomportsis, A. (2010). Fostering collaborative learning in Second Life: Metaphors and affordances, Computers & Education, 55, 603-615. National core curriculum for basic education. (2004). National core curriculum for basic education intended for pupils in compulsory education. Finnish National Board of Education. Vammala: Vammalan kirjapaino. Available in Finnish: http:// www.oph.fi/info/ops/pops_web. pdf (10.10.2012). Goldman, J.D.G. 2011. An exploration in Health Education of an integrated theoretical basis for Sexuality Education pedagogies for young people. Health Education Research, 26 (3), 526-541. Buston, K., Wight, D., Hart, G. & Scott, S. 2002. Implementation of a teacher-delivered sex education programme: obstacles and facilitating factors. Health Education Research 17 (1), 159-172.