• Title, Summary, Keyword: 융합인재교육

Search Result 370, Processing Time 0.031 seconds

Analysis on the Utilization of History of Science and STEAM and Elementary School Teachers' Perceptions about Design-based STEAM Instruction Applying the History of Science in Science Class (과학사와 융합인재교육의 적용 실태와 과학사를 활용한 설계 기반의 융합인재교육 수업에 대한 초등교사들의 인식)

  • Park, Sangwoo;Chung, Wonwoo;Park, Youngkwan
    • Journal of Science Education
    • /
    • v.40 no.2
    • /
    • pp.166-188
    • /
    • 2016
  • The purpose of this study was to analyze the utilization of history of science and STEAM and the elementary school teachers' perceptions about design-based STEAM instruction applying the history of science in science class. To research the utilization of the history of science and STEAM in elementary science class, educational value of design-based STEAM instruction applying the history of science, the questionnaire was revised based on research conducted by Lee & Shin(2014), Park et al.(2010), Shin & Han(2011) and developed questionnaire a total of 20 questions. It was administered to reply the questionnaire to 201 teachers of elementary school in D and G area. The results of this study were as follows: elementary school teachers did not teach actively the history of science, made it read students by simply introducing himself. They did not teach actively STEAM due to not enough time(busy to take a magnitude). They were difficult to teach, but the most focused on the 'Creative Problem-solving' process. And elementary school teachers perceived positively about the educational value of design-based STEAM instruction applying the history of science. Especially, they perceived that it can help elementary school students find a hint for solving the problem through examples of cases of scientific principles and a scientist. In conclusion, it implicates that it is need to regard elementary school teachers' perceptions on application of the history of science and STEAM, and develop specific design-based STEAM program applying the history of science in order to be applied successfully in elementary school for the STEAM settlement.

Development of a Theoretical Model for STEAM Education (융합인재교육(STEAM)을 위한 이론적 모형의 제안)

  • Kim, Sung-Won;Chung, Young-Lan;Woo, Ae-Ja;Lee, Hyun-Ju
    • Journal of The Korean Association For Science Education
    • /
    • v.32 no.2
    • /
    • pp.388-401
    • /
    • 2012
  • This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

The Effect of STEAM Program on the Logical Thinking Ability of Middle School Students (융합인재교육(STEAM) 프로그램이 중학생의 논리적 사고력에 미치는 효과)

  • Bae, Sung-Hee;Kim, Hee-Soo
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.10 no.1
    • /
    • pp.17-25
    • /
    • 2017
  • The purpose of this study is to investigate the impact of logical thinking when applying STEAM program for middle school students. Therefore, you're creative, framework governing the conditions and be present, creative design of the emotional experience of class under the procedures of the program from a program by previous studies. STEAM improve program is entirely logical thinking to determine that 47 2nd grade in middle school student radio sampling four weeks, six round of poetry classes. Awareness stage after the program STEAM improved but there was little change in logical thinking and appears to be effective, particularly in conservation, combined logic.(p<0.05)

The Development of a Scale to Measure the Innovation Configurations of STEAM and Analysis of Relationship between the Innovation Configurations and the Usage Levels of STEAM (융합인재교육 실행형태의 측정도구 개발 및 실행형태와 실행수준의 관계 분석)

  • Lee, Jin Suk;Song, Tae Ho
    • Journal of The Korean Association For Science Education
    • /
    • v.39 no.6
    • /
    • pp.755-765
    • /
    • 2019
  • This study aims to develop the scales to measure the innovation configurations of Science. Technology, Engineering, Art and Mathematics (STEAM) from the perspective of elementary school teachers and investigates the effect of the innovation configurations and related environmental factors on the usage levels of STEAM based on the newly developed scales for the innovation configurations of STEAM. The scales for the innovation configurations of STEAM are based on analyzing the various previous studies and in-depth interviews and consist of four sub-configurations: The 'Preparation,' 'Design,' 'Implementation,' and 'Evaluation.' The innovation configurations of STEAM was investigated with the developed scales through 266 teachers who are leading STEAM school teachers, are involved in STEAM research group, or are implementing STEAM in general schools. The final 19 questionnaires for the scale of the innovation configuration of STEAM are confirmed with exploratory factor analysis and reliability analysis. In order to examine the relationship between the innovation configurations and levels of use, the direct relationship between four sub-configurations and the usage levels of STEAM and the effect of environmental factors on the innovation configuration and the usage levels of STEAM have been conducted and their interactions are considered. The results show that 'Implementation' in the innovation configurations of STEAM and 'STEAM training experience' are most important factors to improve the usage levels of STEAM for elementary school teachers. It implies that the scales are very helpful in improving as well as figuring out the current innovation configurations of STEAM.

Analytic Study on the Effectiveness of Computational Thinking based STEAM Program (컴퓨팅 사고력 기반 융합인재교육 프로그램의 효과성 분석 연구)

  • Kim, Soon-Hwa;Ham, Seong-Jin;Song, Ki-Sang
    • The Journal of Korean Association of Computer Education
    • /
    • v.18 no.3
    • /
    • pp.105-114
    • /
    • 2015
  • A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.

A Study of STEAM Education Model for Collective Intelligence Learner With Regards to Developing People of Interdisciplinary Abilities (융합형 인재양성을 위한 집단지성 학습 기반 STEAM 교육 방안 연구)

  • Hong, Seong-Yong
    • Proceedings of the Korea Information Processing Society Conference
    • /
    • /
    • pp.1406-1409
    • /
    • 2012
  • 최근 학문간 융합을 통한 STEAM 융합인재교육에 관한 연구가 활발하게 진행되고 있다. STEAM 교육은 과학, 기술, 공학, 예술 그리고 수학의 학문 영역을 유기적으로 융합하여 차세대 학습자들이 미래 사회에 필요한 핵심역량을 높일 수 있도록 하는 교육방식이다. 국가적인 차원에서 창의적인 융합인재를 위한 미래형 과학기술 교육을 중요하게 여기고 있으며, 과학기술 교육 패러다임에 변화를 기대하고 있다. 따라서 본 연구에서는 융합형 인재양성을 위한 집단지성 기반의 STEAM 교육 방안을 연구하고, 학습자의 과학기술에 대한 흥미와 이해를 높이고 융합적 사고와 문제해결 능력을 배양하기 위한 지능로봇 교육과정을 제시한다. 또한 집단 학습자들 간의 교육 적용 사례를 소개하고, 학습자의 만족도 분석을 통하여 검증하였다. 향후 본 연구의 결과로 집단 학습자의 학습 성취도를 향상시키고, 융합형 과학기술 인재양성 교육방안으로 발전하기를 기대한다.

  • PDF

Development of Educational Program for Cultivating of Intergrative Thinking Person : Centering on Robot, New Materials, Space Exploration (고등학생을 위한 융합인재교육 프로그램 개발: 로봇, 신소재, 우주 탐사를 중심으로)

  • Choi, Yu Hyun;Lim, Yun Jin;Noh, Jun Ho
    • 대한공업교육학회지
    • /
    • v.38 no.1
    • /
    • pp.195-219
    • /
    • 2013
  • The purpose of this study was to develop a Educational programs for cultivating of intergrative thinking person. For the study, various literature researches were reviewed intensively about STEAM, STEM, robot, new materials, space exploration. As the process of the Study, the strategy for educational program development, workbook for students and instructional Guide for teacher were developed. The workbooks and instructional guides were tested by pilot test. And the interviews with students and teachers were feedback. The result of the feedback, the programs for the 10 educational Programs for cultivating of intergrative thinking person were developed. Based upon the conclusion of this study, the theoretical rationale of educational program for cultivating of intergrative thinking person was presented. Finally, the application method of this study and subsequent studies for effectiveness vertification were proposed.

Analysis of Elementary School Teachers' Innovation Configuration on STEAM (융합인재교육(STEAM)에 대한 초등학교 교사의 실행 형태 분석)

  • Chae, Hee In;Noh, Suk Goo
    • Journal of Science Education
    • /
    • v.39 no.1
    • /
    • pp.44-57
    • /
    • 2015
  • The purpose of this study was to analyze the teachers' Innovation Configuration(IC) on STEAM of the 2009 elementary science curriculum and to implicate the assessment of STEAM. Therefore, this study was conducted by the IC component checklist of the Concerns-Based Adoption Model(CBAM). The total number of 126 teachers participated in this study. The results of the study were as follows: First, time management(33.3%) was the most ideal IC. On the other hand, curriculum planning(34.1%) was the most unacceptable IC. Second, the results of the chi-square test showed that the IC were significantly different according to their positions, career in education and training experiences(p<.05). Third, to explore the teacher's epistemic beliefs on STEAM, one in-service elementary teacher who studied in a doctoral course of a graduate school of education participated in the study. Based on these results, we suggested that the support of application and the revolution of the science curriculum and assessment should be implemented according to the teachers' IC.

  • PDF

Exploratory Study on Elementary Teachers' Stages and its Change of Concerns about STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education (융합인재교육(STEAM)에 대한 초등 교사의 관심도 변화에 관한 탐색 연구)

  • Park, Kyungsuk;Kim, Yongki;Jeon, Jaedon;Lee, Hyonyong
    • Journal of Science Education
    • /
    • v.39 no.1
    • /
    • pp.99-112
    • /
    • 2015
  • This study aimed at investigating elementary teachers' stages of concerns and its changes about STEAM education. The participants of this study were 90 elementary school teachers implementing STEAM education in their schools. The Stages of Concern Questionnaire (SoCQ) was administered after the permission was granted by Hall. Data were collected three times from April, June, and December in the year of implementing the exemplary STEAM school. The results indicated that elementary school teachers' concerns toward STEAM education, the differences of the percentile scores of each stages of concerns, showed slightly low. The SoC of teachers in April showed that Awareness(Stage 0) was relatively very high and Consequences(Stage 4) was very low. However, in December, both Awareness(Stage 0) and Management(Stage 3) were very low. In particular, the percentile scores of Consequence(Stage 4) showed the big difference from 54.7 to 74.3. In addition, teachers who took science track in their high schools showed the relatively low score in the stage of Management(Stage 3). Teachers having the degree of Master of Arts presented the relatively low percentile score in the stage of Management(Stage 3). Teachers who majored in STEM related areas at the university presented the relatively low score in the stage of Management(Stage 3). The findings of this exploratory study may provide the useful insights into the integrative approaches of STEAM education.

  • PDF

The Effects of the STEAM Project-Based Learning on Students' Creative Problem Solving and Science Achievement in the Elementary Science Class (초등과학에서 융합인재교육 프로젝트 학습이 학생의 창의적 문제해결력 및 학업성취도에 미치는 효과)

  • Kim, Moon Gyeong;Choi, Sun Young
    • Journal of Science Education
    • /
    • v.37 no.3
    • /
    • pp.562-572
    • /
    • 2013
  • The purpose of this study was to investigate the effects of a STEAM Project-Based Learning on the elementary students' creative problem solving, scientific achievement and class satisfaction in elementary science class. For this purpose, the STEAM based project learning for students was developed and applied. The subjects were fifth grade students at S elementary school in Incheon divided two groups : an experimental class comprising of 28 students and a comparative class of 27 students. The results of this study were as follows: First, the change in students' creative problem solving ability in the experimental group applying the STEAM Project-Based Learning has statistically meaningful difference (p<.01). Second, a scientific achievement in experimental group has statistically meaningful difference (p<.05). Third, students' satisfaction in the experimental group was 59.6% for this program. Therefore, the STEAM based project learning program applied to this study might be useful to improve the students' creative problem solving ability and achievement in science.

  • PDF