Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change

What is it about?

One of my research areas is STEAM education. I developed climate change STEAM program with Mr. Kim, a master teacher at middle school in science of Korea. After developing 10 lessons of climate change STEAM lessons, Mr. Kim implemented them and I observed this class to see how he taught STEAM lessons to the class. Mr. Kim is an expert at implementing science lessons that integrate other disciplines like art, mathematics, and technology. I learned how much his teaching differs from instruction in typical science classes as he motivated students as citizens to feel responsibility to solve problems for the community. Mr. Kim encouraged students to be more communicative with peers in groups and to evaluate their products with input from the community. Mr. Kim stated that more systematic professional development is essential to train science teachers to become masters in STEAM education. I could characterize the explicit teaching strategies of STEAM lessons by an expert teacher of STEAM using the O-TOP and NGSS 8 Practices tool to identify and measure reform-based teaching that incorporates engineering elements.

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