Developing an evaluation rubric for planning and assessing SSI‑Based STEAM programs in science classrooms

Ha My Anna Mang; Hye-Eun Chu; Sonya N. Martin; Chan-Jong Kim

doi:10.1007/s11165-023-10123-8

Developing an evaluation rubric for planning and assessing SSI‑Based STEAM programs in science classrooms

Ha My Anna Mang, Hye-Eun Chu^*, Sonya N. Martin, Chan-Jong Kim

^*Corresponding author for this work

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

5 Citations (Scopus)

77 Downloads (Pure)

Abstract

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-scientifc 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.

Original language	English
Pages (from-to)	1119-1144
Number of pages	26
Journal	Research in Science Education
Volume	53
Issue number	6
Early online date	25 Aug 2023
DOIs	https://doi.org/10.1007/s11165-023-10123-8
Publication status	Published - Dec 2023

Bibliographical note

Copyright the Author(s) 2023. 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

teaching
evaluation and program development rubric
rubric
STEAM
SSI-based STEAM
SSI

Access to Document

10.1007/s11165-023-10123-8Licence: CC BY

Publisher version (open access)Final published version, 1.01 MBLicence: CC BY

Cite this

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title = "Developing an evaluation rubric for planning and assessing SSI‑Based STEAM programs in science classrooms",

abstract = "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-scientifc 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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author = "Mang, {Ha My Anna} and Hye-Eun Chu and Martin, {Sonya N.} and Chan-Jong Kim",

note = "Copyright the Author(s) 2023. 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 = "2023",

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doi = "10.1007/s11165-023-10123-8",

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AU - Kim, Chan-Jong

N1 - Copyright the Author(s) 2023. 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 - 2023/12

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N2 - 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-scientifc 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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JO - Research in Science Education

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Developing an evaluation rubric for planning and assessing SSI‑Based STEAM programs in science classrooms

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

Developing an evaluation rubric for planning and assessing SSI‑Based STEAM programs in science classrooms

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