A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Won, A-Rang; Choi, Su-Yeon; Chu, Hye‐Eun; Cha, Hyun-Jung; Shin, Hyeonjeong; Kim, Chan-Jong

doi:10.1163/23641177-bja10023

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…Fourth, the SSIBL-STEAM program effectively cultivated STEAM key competencies by participating in the climate change issues. For example, the research results of applying classes in connection with SSI education and STEAM education enabled the examination of students' climate literacy and teachers' practical knowledge (Won et al, 2021;Choi et al, 2021). As a good example of linking SSIs and STEAM education, this study examined the effectiveness of STEAM education from an integrated perspective of creativity, communication, convergence, and consideration, which are STEAM key competencies.…”

Section: Discussionmentioning

confidence: 99%

“…The SSIBL model developed for this research is based on RRI's primary goals of social satisfaction, ethical acceptance, and sustainability, and involves a three-stage educational approach based on SSIs, inquiry-based science education, and citizenship education. Recently, attempts have been made to link SSIs education with STEAM education (Choi et al, 2021;Won et al, 2021). STEAM education is an approach that converges the arts with STEM education.…”

Section: Ssibl Instructional Model and Steam Educationmentioning

confidence: 99%

“…Many teachers have agreed on the necessity and effectiveness of SSIs education but feel burdened with actual classroom implementation (Witz & Lee, 2009). For example, because of the implicit belief that science classrooms should be value-neutral (Cross & Price, 1996), science teachers express the burden of dealing with political topics or addressing the moral and ethical developments of science and technology (Won et al, 2021). Science teachers have usually not considered this approach a fundamental science education responsibility (Sadler et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea

Baek

Shin

Kim

2022

Asia-Pac. Sci. Educ.

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This study describes the development of a climate change SSIBL-STEAM program that was aligned to the Grade 6 elementary school national curriculum using the ADDIE model for design. The efficacy of the climate change SSIBL-STEAM program was investigated by measuring the impact of the program on cultivating elementary students’ personalities (sociality, morality, emotion) and STEAM (Science, Technology, Engineering, Arts, Mathematics) competencies (convergence, creativity, challenge, caring). Twenty-five Grade 6 students and three public elementary school teachers participated in this study. Data were collected using two instruments designed to examine character and STEAM competencies before and after the program. Additionally, field notes and student learning outcomes were collected and qualitatively and quantitively analyzed. The results indicated that students improved significantly in their character and STEAM competencies, especially morality, emotion, and convergence factors. This study was expected to be an example of the combined approach with SSIBL and STEAM.

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Section: Discussionmentioning

confidence: 99%

Section: Ssibl Instructional Model and Steam Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea

Baek

Shin

Kim

2022

Asia-Pac. Sci. Educ.

Self Cite

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“…In this sense, basic education teachers do not limit themselves to teaching a pre-established curriculum, but develop their didactic activity based on practical knowledge, including their values and beliefs. 24 …”

Section: Introductionmentioning

confidence: 99%

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

et al. 2023

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Background: The concern and analysis about the knowledge possessed by teachers of basic general education persists in academic debate and professional practice. It is noteworthy that in the studies consulted, there is no precise evidence that determines with accuracy the configurations of these knowledge factors that function as the basis of the teaching profession. Therefore, the objective of this study is to establish the construct validity and reliability of the questionnaire on the nature or origin of the academic knowledge of teachers of basic general education, adapted from the Pedagogical Content Knowledge (PCK) Competence Model. Methods: A methodological study was established that applies a test to the processes of reliability and internal consistency. The construct validity was performed through (n = 8) expert judges, using Cohen's Kappa. An exploratory factor analysis was performed following the criteria of the Kaiser-Meyer-Olkin Coefficient (KMO), the Bartlett sphericity test and the principal components extraction method in the factor analysis with varimax rotation. The sample consisted of (n = 27) teachers of basic general education of the Ibarra Canton. Results: The results show a reliability analysis for the instrument obtained a Cronbach’s alpha (α = 0.901), estimated to be an excellent level. Conclusions: The questionnaire is relevant, valid and reliable, adapting to the needs of teachers of basic general education to determine the nature or origin of the academic knowledge in a fast and reliable manner.

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Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs in Science Classrooms

Mang,

Chu,

Martin

et al. 2023

Res Sci Educ

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This multi-phase study designed a program evaluation rubric which used a qualitative rating system to help teachers identify key learning goals, dimensions, and principles related to the socio-scientific issues (SSI)-based science, technology, engineering, arts and mathematics (STEAM) approach for science education. This rubric contains 37 criteria that address one or more key principles of the SSI-based STEAM approach embedded in a 6E inquiry-based instructional model. It is organised into seven evaluation categories: (1) learning outcomes, (2) engage, (3) explain, (4) explore, (5) elaborate, (6) evaluate, and (7) enact. The newly developed rubric was used to evaluate six different climate change programs to determine whether it could measure the intended dimensions and principles and to assess its applicability across varying contexts. This research has implications for providing a tool for teachers to plan and design SSI-based STEAM programs.

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A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Cited by 6 publications

References 28 publications

Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea

Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs in Science Classrooms

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