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

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
37 Downloads (Pure)


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 languageEnglish
Pages (from-to)134–172
Number of pages39
JournalAsia-Pacific science education
Issue number1
Early online date27 May 2021
Publication statusPublished - 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.


  • practical knowledge
  • science teacher
  • climate change
  • SSI-STEAM class


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