Academic literature on the topic 'SSI-STEAM program'

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.

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.

Abstract This study describes the development of a climate change SSIBL-STEAM program that was aligned to the Grade 6 elementary school national curriculum using the ADDIE model for design. The efficacy of the climate change SSIBL-STEAM program was investigated by measuring the impact of the program on cultivating elementary students’ personalities (sociality, morality, emotion) and STEAM (Science, Technology, Engineering, Arts, Mathematics) competencies (convergence, creativity, challenge, caring). Twenty-five Grade 6 students and three public elementary school teachers participated in this study. Data were collected using two instruments designed to examine character and STEAM competencies before and after the program. Additionally, field notes and student learning outcomes were collected and qualitatively and quantitively analyzed. The results indicated that students improved significantly in their character and STEAM competencies, especially morality, emotion, and convergence factors. This study was expected to be an example of the combined approach with SSIBL and STEAM.

Abstract This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

Motivated by many design considerations, several conceptual designs for advanced reactors have proposed that the entire reactor building and a significant portion of the steam generator building will be either partially or completely embedded below grade. For the analysis of seismic events, the soil-structure interaction (SSI) effect and passive earth pressure for these types of deeply embedded structures will have a significant influence on the predicted seismic response. Sponsored by the US Nuclear Regulatory Commission (NRC), Brookhaven National Laboratory (BNL) is carrying out a research program to assess the significance of these proposed design features for advanced reactors, and to evaluate the existing analytical methods to determine their applicability and adequacy in capturing the seismic behavior of the proposed designs. This paper summarizes a literature review performed by BNL to determine the state of knowledge and practice for seismic analyses of deeply embedded and/or buried (DEB) nuclear containment type structures. Included in the paper is BNL’s review of the open literature of existing standards, tests, and practices that have been used in the design and analysis of DEB structures. The paper also provides BNL’s evaluation of available codes and guidelines with respect to seismic design practice of DEB structures. Based on BNL’s review, a discussion is provided to highlight the applicability of the existing technologies for seismic analyses of DEB structures and to identify gaps that may exist in knowledge and potential issues that may require better understanding and further research.