A Teacher's Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Autor/inn/en	Won, A-Rang; Choi, Su-Yeon; Chu, Hye-Eun; Cha, Hyun-Jung; Shin, Hyeonjeong; Kim, Chan-Jong
Titel	A Teacher's Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change
Quelle	In: Asia-Pacific Science Education, 7 (2021) 1, S.134-172 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Su-Yeon) ORCID (Chu, Hye-Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Pedagogical Content Knowledge; Science and Society; STEM Education; Art Education; Climate; Science Instruction; Beginning Teachers; Foreign Countries; Middle School Students; Teaching Methods; Curriculum Development; Science Curriculum; Politics; Conflict Resolution; South Korea; Australia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Klima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politik; Conflict solving; Konfliktlösung; Konfliktregelung; Korea; Republik; Australien
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. (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