A teacher's practical knowledge in an SSI-STEAM program dealing with climate change

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

doi:10.1163/23641177-bja10023

A teacher's practical knowledge in an SSI-STEAM program dealing with climate change

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

^*Corresponding author for this work

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

7 Citations (Scopus)

81 Downloads (Pure)

Abstract

Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

Original language	English
Pages (from-to)	134–172
Number of pages	39
Journal	Asia-Pacific science education
Volume	7
Issue number	1
Early online date	27 May 2021
DOIs	https://doi.org/10.1163/23641177-bja10023
Publication status	Published - Jun 2021

Bibliographical note

Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

practical knowledge
science teacher
climate change
SSI-STEAM class

Access to Document

10.1163/23641177-bja10023Licence: CC BY

Publisher version (open access)Final published version, 9.01 MBLicence: CC BY

Cite this

@article{1089be373ca348b1b7c6707c517bac41,

title = "A teacher's practical knowledge in an SSI-STEAM program dealing with climate change",

abstract = "Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher{\textquoteright}s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.",

keywords = "practical knowledge, science teacher, climate change, SSI-STEAM class",

author = "A-Rang Won and Su-Yeon Choi and Hye-Eun Chu and Hyun-Jung Cha and Hyeonjeong Shin and Chan-Jong Kim",

note = "Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.",

year = "2021",

month = jun,

doi = "10.1163/23641177-bja10023",

language = "English",

volume = "7",

pages = "134–172",

journal = "Asia-Pacific science education",

issn = "2364-1177",

publisher = "Springer, Springer Nature",

number = "1",

}

TY - JOUR

T1 - A teacher's practical knowledge in an SSI-STEAM program dealing with climate change

AU - Won, A-Rang

AU - Choi, Su-Yeon

AU - Chu, Hye-Eun

AU - Cha, Hyun-Jung

AU - Shin, Hyeonjeong

AU - Kim, Chan-Jong

N1 - Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

PY - 2021/6

Y1 - 2021/6

N2 - Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

AB - Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

KW - practical knowledge

KW - science teacher

KW - climate change

KW - SSI-STEAM class

UR - http://www.scopus.com/inward/record.url?scp=85121295229&partnerID=8YFLogxK

U2 - 10.1163/23641177-bja10023

DO - 10.1163/23641177-bja10023

M3 - Article

SN - 2364-1177

VL - 7

SP - 134

EP - 172

JO - Asia-Pacific science education

JF - Asia-Pacific science education

IS - 1

ER -

A teacher's practical knowledge in an SSI-STEAM program dealing with climate change

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Developing teachers'/students' science capital and intercultural understanding via STEAM education

Cite this

A teacher's practical knowledge in an SSI-STEAM program dealing with climate change

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Developing teachers'/students' science capital and intercultural understanding via STEAM education

Cite this