Participant Testimonials

"In year 6, science is relatively difficult, students sometimes do not show their interests.  However, it was totally different this time!

Through the intercultural STEAM program, my students studied “Seasonal change” with Australian students. Here they explored seasonal and time differences between countries, while having conversation about life, art and natural phenomenon around them. Students constructed their explanatory models to explain the seasonal differences between two countries and the geological differences. Students shared the models though online real time conference and online platform.

The 3 face to face conferences during lessons strongly influenced students’ motivations and interests towards learning science. My students keep asking to have this intercultural STEAM lessons again. "

"As a teacher with a very heavy load, this program didn't take a great deal of time. It was about four or five lessons. My students really loved the program. They were really excited to be involved. They were excited to have another teacher in the room. They were eager to learn and eager to hear what Dr Chu had to say. I believe my students are more aware of different cultures now. Seeing another classroom and the other student’s life helped them realize that their lives were very similar.  Part of teaching is giving students an idea and showing them how concepts cut across, we do this by saying, "remember what we did in ….", the same idea can carry across into science and it helps to build a well-rounded understanding of concepts by showing the children the links between different subject areas" 

"Last May, we had online conferences with Australian students while my students learnt about seasonal changes. My students were very excited, motivated and engaged actively during science lessons.

The science lessons showed their models and outcomes to Australian students. It was a new experience as a science teacher to progress one step further, as science learning can be promoted with integration of intercultural experiences."

"A new direction for STEAM class!"

I wasn't interested in STEAM classes. I thought that general science classes were sufficiently dealing with STEAM elements. However, this Intercultural STEAM project was definitely different from the previous one. The process of learning science via intercultural activity can increase the connectivity between the elements of STEAM. Intercultural elements, which are difficult to use in education, became adhesives between elements of STEAM in this project. Based on this project, I look forward to the future of Intercultural STEAM classes that will develop further.

"A new teaching method for promoting creativity!"

I explored that the intercultural STEAM program(ISP)  (Designing Zero-Energy House) had a positive impact on fostering Science Classroom Creativity. Intercultural STEAM program surpasses conventional STEAM classes to promote the process of idea generation through an online, intercultural environment. I think that intercultural STEAM program can be as a new teaching method for promoting creativity, a major purpose of STEAM education.

"In addition to its focus on essential scientific knowledge, the Intercultural Science Program (ISP) also aims to increase students' science capital. Science capital refers to the knowledge, skills, attitudes, and values that enable individuals to participate effectively in science-related activities and careers. By promoting intercultural exchange and collaboration, the ISP helps to develop students' science capital in a global context, preparing them for the demands of the fourth industrial revolution (IR).

As AI and other advanced technologies continue to shape our society and workforce, it is crucial to cultivate students' science capital so that they can contribute meaningfully and creatively to the scientific and technological developments of the future. Through the ISP, students are encouraged to explore and apply their scientific knowledge in real-world contexts, fostering a sense of curiosity, inquiry, and innovation.

 As an educator, you have a unique opportunity to contribute to the development of STEAM education in your local schools. By sharing your experiences and insights from the ISP, you can help to inspire and guide other teachers in designing effective and engaging STEAM lessons. Your efforts to devise a standard class guideline for running an Intercultural STEAM program can help to streamline the process and make it more accessible for teachers who may feel overwhelmed by the demands of STEAM education. By promoting intercultural exchange and collaboration, you can also help to foster a more inclusive and diverse approach to STEAM education, encouraging all students to engage with and excel in science, technology, engineering, arts, and mathematics."

In addition to learning new teaching strategies and activities, the international collaboration also provided an opportunity for pre-service teachers to develop their science capital. By exploring different approaches to science education, and learning from each other's perspectives and experiences, the pre-service teachers were able to expand their knowledge, skills, attitudes, and values related to science teaching and learning. This exposure to diverse teaching and learning contexts can help to prepare pre-service teachers to engage with students from different backgrounds and with different interests and learning styles. By prioritizing student engagement and curiosity, as well as promoting inquiry-based and hands-on learning experiences, pre-service teachers can foster a love of science and build students' science capital, preparing them for the demands of a rapidly changing world.

" At the start of our meetings and workshops, there was some skepticism and fear about how we could use STEAM to teach science in the classroom. However, after regular meetings and attending STEAM-related workshops, teachers were able to develop a better understanding and confidence about how science capital can be developed through STEAM lessons. The teachers were also so much more enthusiastic to try an adopt a different approach with thier teaching and learning. "

"Prior to collaborating with Korean educators and researchers, my teaching approach was primarily tailored to Australian contexts, limiting the scope of my lessons to local issues. However, upon joining forces with Korean teachers, I was able to expand my teaching horizons, and develop lessons that were globally relevant and impactful. As a result, my students were able to actively engage in real-world issues, applying scientific concepts to address global challenges, such as designing carbon-neutral schools worldwide by applying their knowledge of the greenhouse effect. Overall, my collaboration with Korean educators enabled me to create a more meaningful learning experience for my students that had a lasting impact beyond the classroom."

"Working on the Intercultural STEAM project was an amazing experience. STEAM education in itself, is very valuable and brings a fresh approach to students in STEM. 

It was a unique experience to be able to collaborate and engage with Korean researchers/preservice teachers to be able to expand my knowledge of how STEAM education is applied in different cultures!"