Abstract
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.
Highlights
The Intergovernmental Panel on Climate Change (IPCC, 2014) reported a clear human impact on the climate system in its fifth evaluation report and approvedASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 134–172 Downloaded from Brill.com11/02/2021 11:45:53AM the special report Global Warming of 1.5 °C in 2018 that said the Earth’s temperature rise should be kept within 1.5°C by 2100
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 socio-scientific issues (SSI)-Science Technology Engineer Arts Mathematics (STEAM) education between pre-service teacher education and actual school classroom experience
Science Technology Engineer Arts Mathematics (STEAM) approaches could be highly applicable to SSI education and climate change education because of their ability to help students understand the challenges related to the many areas involved and find solutions that take them into account
Summary
The Intergovernmental Panel on Climate Change (IPCC, 2014) reported a clear human impact on the climate system in its fifth evaluation report and approvedASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 134–172 Downloaded from Brill.com11/02/2021 11:45:53AM the special report Global Warming of 1.5 °C in 2018 that said the Earth’s temperature rise should be kept within 1.5°C by 2100. SSIs are reality-based controversial issues that require students to make moral judgments and take action as democratic citizens, beyond the mere learning of scientific knowledge (Zeidler & Nicols, 2009) Covering these issues in science classes involves students in seeking solutions to unstructured problem situations from various perspectives or arguing situations with no correct answers. STEAM education based on SSIs can provide students with rich real-world case studies and allows them to engage in controversial topics confronting their own society (Johnson, Macalalag, & Dunphy, 2020) as well as exploring a variety of academic areas. We suggest an SSI-STEAM education approach for climate change education, which has characteristics of both the SSI and STEAM education approaches
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