This study analyzed the responses of Korean students to interest, confidence, value, and instructional clarity in science and mathematics. To achieve this, the raw data of the recent student survey of TIMSS were analyzed. A one-way ANOVA was performed, and a post hoc test was performed. Additionally, a cohort analysis was performed to determine the changes when the fourth-grade students reached the eighth grade. The study results are as follows. First, interest and confidence were higher in the fourth grade than in the eighth grade. Second, in most cases, the average response of Singaporean students was the most positive, but in terms of interest and confidence in science in the fourth grade, the Japanese response average was generally the highest. Third, the average scores of Korean students on wanting to have a job related to their subject and knowing what teachers expect from them were low in both science and mathematics.
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.
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.