Jiyoung Shim

Secondary science teachers’ views on climate change education – a case study of BC teachers

Contact Author: Jiyoung Shim (This email address is being protected from spambots. You need JavaScript enabled to view it.)

University of British Columbia, Department of Curriculum and Pedagogy, British Columbia, Canada

BACKGROUND

There is growing global attention and concern about climate change and the link to human activity on the earth than natural factors. One way to address this problem is to increase the public’s knowledge and actions to address this global emergency through climate education. This study investigated secondary school science teachers’ views on climate change and how it is framed or taught within secondary science curricula.

Junko Ishizawa^a, Asami Ohnuki^a, Genki Shiihashi^a, Reiko Sasaki^b,

Rumi Haraguchi^c

A case study on adopting STEAM to physical education teaching method class for undergraduate students

Contact Author: Junko ISHIZAWA (This email address is being protected from spambots. You need JavaScript enabled to view it.)

^a Department of Child Care and Primary Education, Shirayuri University, Chofu Tokyo 1828525, JAPAN

^b Institute of Physical Education, Keio University, Yokohama 2238521, JAPAN

^c Tokyo Gakugei University Graduate School, Koganei Tokyo 1840015, JAPAN

BACKGROUND
It is known that female teachers tend to have less confidence to teach ball games, track and field, and gymnastics in Japan (OYA and Shinbo, 2016). In former research we found that the STEAM learning program of “Teaching Throwing” was useful for female university students’ conceptual change about “throwing” (Ohnuki et.al., 2021). In this research, we analyzed their conceptual changes in a STEAM program “Teaching Jumping” developed by　Ishizawa et al. (2021).

Xiaojing Shang^a, Zhujun Jiang^a, Jie Chen^b, Feng-Kuang Chiang^ac

Analysing the influence of informal STEM education on rural children’s self-efficacy and computational thinking

Contact Author: Feng-Kuang Chiang (fkchiang@sjtu. edu.cn)

^a Department of Educational Technology, School of Education, Shanghai Normal University, 200234, China

^b School of Languages and Communication Studies, Beijing Jiaotong University, 100044, China

^c School of Education, Shanghai Jiao Tong University, 200240, China

BACKGROUND

STEM Camp, as a short-term informal STEM learning project, has been demonstrated to positively impact students' academic achievement and knowledge skills. However, there are few studies concerning whether informal STEM learning is appropriate for rural youth. This research aimed to investigate the impacts of STEM education on rural students with different levels (high, medium and low) of self-efficacy and computational thinking skills.