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.

<p class="0abstract"><span lang="EN-US">We examine the major technical problems that students experience in authentic scientific inquiry and propose an Arduino-based device, adapting the Internet of Things technology, which is designed for the school science in order to solve those technical problems. Three major technical problems as follows: First, it is difficult to have a variety of measuring tools which may satisfy the needs of students. Second, it is hard to equip students with tools befitting the complex inquiry procedures which students develop on their own. Lastly, there exists a problem in which a particular group(s) of students take advantage of their competence in technology and have a monopoly in the process of data analysis. Physical computing and the IoT technology can provide solutions to these problems. Development boards like Arduino and Raspberry Pi can be purchased at affordable prices, which allows for measuring devices to be made at low cost by connecting sensors to those boards. Utilizing these development boards may also lead to the possibility to optimize measuring methods or procedures for inquiries of each student. By transmitting the measured data to the IoT Platform, students can have an equal access to the data and analyze it easily. We also investigate technologies used in IoT-applied physical computing including development boards, IoT platforms, and telecommunications technologies. Lastly, as an example of inquiry that adapts physical computing and IoT, we introduce the case of transferring data, measured by a temperature/humidity sensor connected to a development board, to the IoT Platform and visualizing them.</span></p><div id="dicLayer" style="display: none;"> </div><div id="dicRawData" style="display: none;"> </div><div id="dicLayerLoader"> </div>

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.

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