An SSI-Based STEAM Approach to Developing Science Programs

Autor/inn/en	Mang, Ha My Anna; Chu, Hye-Eun; Martin, Sonya N.; Kim, Chan-Jong
Titel	An SSI-Based STEAM Approach to Developing Science Programs
Quelle	In: Asia-Pacific Science Education, 7 (2021) 2, S.549-585 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mang, Ha My Anna) ORCID (Chu, Hye-Eun) ORCID (Martin, Sonya N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Science and Society; STEM Education; Art Education; Scientific Literacy; Science Instruction; Teaching Methods; Program Development; Interdisciplinary Approach; Inquiry; Active Learning; Cognitive Style; Learning Strategies + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students' everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an "enactment" stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research. (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