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Direct linkPark, Young Shin; Park, Jo Hoon – Asia-Pacific Science Education, 2020
The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next…
Descriptors: Direct Instruction, Teaching Methods, STEM Education, Art Education
Songsil, Wilaiwan; Pongsophon, Pongprapan; Boonsoong, Boonsatien; Clarke, Anthony – Asia-Pacific Science Education, 2019
Scientific argumentation skills are important for students for expressing their opinions, making decisions and solving problems in daily life. Previous studies have focused on students' scientific argumentation skills, but few studies have proposed an instructional model for specifically developing these skills by creating a supportive classroom…
Descriptors: Science Instruction, Foreign Countries, Grade 10, Inquiry
Kang, Nam-Hwa – Asia-Pacific Science Education, 2019
Integrated STEAM education in South Korea is an approach to preparing a quality STEM workforce and literate citizens for highly technology-based society. Through a literature review, this study examined the STEAM education initiative in South Korea and investigated its effects on learning and teaching. Studies in South Korea found that teacher…
Descriptors: STEM Education, Art Education, Instructional Effectiveness, Foreign Countries
Kijkuakul, Sirinapa – Asia-Pacific Science Education, 2019
This article focuses on impacts of collaborative action research with a spiral process of planning, acting, observing, and reflecting that had been used as a strategy to promote teacher professional development in science education of Thailand. With the school principals' support, three primary science teachers' instructional practices are the…
Descriptors: Elementary School Science, Science Teachers, Science Instruction, Action Research
