Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change

Autor/inn/en	Park, Young Shin; Park, Jo Hoon
Titel	Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change
Quelle	In: Asia-Pacific Science Education, 6 (2020) 1, S.116-151 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Direct Instruction; Teaching Methods; STEM Education; Art Education; Climate; Change; Middle School Teachers; Environmental Education; Academic Standards; Instructional Effectiveness; Oregon + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Klima; Wandel; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Umweltbildung; Umwelterziehung; Umweltpädagogik; Unterrichtserfolg
Abstract	The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next Generation Science Standards). Data from teacher interviews and class observations were also used to identify and describe how this STEAM teacher offered students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. We argue STEAM programs should be presented with more realistic issues arising from the community students belong to and that explicit teaching strategies should give students the opportunity to achieve core competencies and scientific literacy. Our study offers implications about the need for systemic teacher training and professional development for STEAM education. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01