• Title, Summary, Keyword: STEAM

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Effects of Eco-STEAM Program on Elementary School Students' Environmental Literacy and STEAM Attitude (과학과 Eco-STEAM 수업이 초등학생들의 환경소양과 STEAM 태도에 미치는 효과)

  • Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
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    • v.10 no.1
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    • pp.62-75
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    • 2017
  • The purpose of this study is to examine the effects of Environmental literacy and STEAM Attitude through the use of the Eco-STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using Eco-STEAM Programs was developed and applied. Through the questionnaires and the analysis of students' outcomes, the effects on Environmental literacy and STEAM Attitude in both quality and quantity were verified. The results of this study are as follows: First, the improvement in the Environmental Literary score has statistically meaningful difference(p<.05). Second, the change in students' STEAM attitude by applying the Eco-STEAM program has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, Eco-STEAM Program applied in this study might be useful to improve Environmental Literacy, and can be expected to improve STEAM literacy and should be widely applied to Science education.

A Meta-Analysis on the Effects of STEAM Education as an Education Policy of Korean Governments (융합인재교육의 정책적 목표를 중심으로 한 STEAM 교육의 효과성에 관한 메타분석)

  • Kang, Jiyeon;Jin, Sukun
    • Journal of the Korea Convergence Society
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    • v.10 no.12
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    • pp.205-213
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    • 2019
  • Since 2011, when the Korean government initiated STEAM education in schools, many STEAM programs have been developed and many researches on STEAM education have been published in Korea. This meta-analysis examined the effectiveness of STEAM education by calculating effect sizes using statistics from 177 studies that reported their efforts in examining the effectiveness of STEAM programs. The findings of this study are the followings: 1)the total mean effect size of STEAM education is above medium level(effect size=.69). 2)Mean effect sizes of all four effect factors are above medium level, .58-.74. Mean effect sizes are .65 for STEAM interests, .74 for STEAM capacity, .63 for STEAM academic achievement, and .58 for STEAM careers. 3)The mean effect size of STEAM education in middle schools is significantly higher than in other school levels. This result suggests that STEAM education is more effective in middle schools.

Educational Implications for Science Education of STEAM-based Research and Education(STEAM R&E) Projects for Secondary School Students (STEAM 기반 학생 연구 활동 분석을 통한 과학 교육에 대한 시사점 고찰)

  • Kim, Nam-Hui;Shim, Kew-Cheol
    • Journal of The Korean Association For Science Education
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    • v.37 no.1
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    • pp.125-133
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    • 2017
  • The purpose of this study is to analyze the characteristics of STEAM-based research and education (STEAM R&E) projects for secondary school students. From 2012 to 2015, 400 STEAM based Research and Education (R&E) projects have been conducted, and they were selected for this study. The major findings are as follows: First, Science (S) and Mathematics (M) were identified at a high rate in STEAM-based Research and Education (R&E) projects, and Art (A) was identified with the lowest rate. Second, 'STEM' type was identified at the highest rate among STEAM-integrated types. And there were not any trends as the years go by, but STEAM-integrated types, where three or more STEAM elements were integrated, were identified at an increasing rate. It means that students use STEAM elements in various ways gradually. Accordingly, the results suggest: The information material that guide how to utilize STEAM factors diversely should be provided for project participants to improve their creativity and problem-solving abilities.

Analysis of Research Trends in STEAM Education for the Gifted (영재교육에서의 융합인재교육(STEAM) 연구 동향 분석)

  • An, Hae-Ran;Yoo, Mi-Hyun
    • Journal of Gifted/Talented Education
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    • v.25 no.3
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    • pp.401-420
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    • 2015
  • The purpose of this study was to perform a comparative analysis of the research trends in STEAM education in gifted education and suggest educational implications to improve the current STEAM education for the gifted. The results were as follows. First, STEAM education has been increasing in the past couple of years and gifted and talented education took up relatively high proportion of it. This demonstrates that gifted education closely related to creative and versatile individuals plays a leading role in STEAM education. Second, researches on STEAM education and STEAM education for the gifted targeted elementary school students the most. Third, researches on the development of STEAM program for the gifted have been mainly addressing science-oriented convergence programs. Among them, programs including all the five combined factors(Science, Technology, Engineering, Arts and Mathematics) were the most common. In terms of learning types, a criterion-referenced teaching-learning model has been developing and there were diverse learning types which applied teaching-learning models tailored to characteristics of a gifted child. The researches related to STEAM programs'application effects on creativity were most dominant.

The Recognition and Needs of Elementary School Teachers about STEAM Education (STEAM 교육에 대한 초등교사의 인식과 요구)

  • Geum, Young-Choong;Bae, Seon-A
    • 대한공업교육학회지
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    • v.37 no.2
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    • pp.57-75
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    • 2012
  • The purpose of this study was to survey and analyze the recognition and needs of elementary school teachers about STEAM education. Mail and E-mail surveys were conducted for 533 elementary school teachers for the purpose of the study. The following were found results of the study were as follow: First, although elementary school teachers understood positively the necessity of STEAM education, showed average levels of recognition on STEAM education. Second, the rate of the elementary school teachers who had experience in applying STEAM education was low. Third, elementary school teachers required to education closely related to real life, and interesting education according to the direction for STEAM education. Fourth, elementary school teachers asked for the integration centering activities related real life, followed by the integration focusing on thema related to real life, the integrating centering student's needs and interests, and the integration focusing on issues according to the appropriate integration methods for STEAM education. Fifth, elementary school teachers required creative design/problem solving ability, academic performance ability, and interpersonal relationship skills with regard to the ability to develop through STEAM education. Lastly, elementary school teachers demanded the development and distribution of STEAM education, teacher's recognition and attitudes towards STEAM education, teacher's training for STEAM education, the distribution of reference materials and etc in order to stimulate STEAM education.

Effects of STEAM-based Mathematics Instruction on Elementary School Students' STEAM Attitudes (STEAM 기반 수학 수업이 초등학생의 융합적 태도에 미치는 효과)

  • Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.20 no.4
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    • pp.345-368
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    • 2017
  • The purpose of this study is to investigate the educational significance of STEAM in school mathematics education by developing a STEAM program that learns mathematical and scientific principles based on patterns and analyzing the effects of developed program. For this purpose, we conducted an experimental class based on the STEAM program developed. STEAM attitude and satisfaction were tested for 120 elementary school students. The results of this study are as follows. First, in terms of STEAM attitude, STEAM-based experimental instruction did not differ significantly in the second grade students. However, there were positive effects in the other five grades. Second, in terms of satisfaction, the proportion of students who were 'generally' was 89%. the proportion of students who were 'not generally' was 3%. Study subject students were found to be generally satisfied with the STEAM-based instruction.

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The Effects of Mentoring Experience in STEAM Classes on Pre-service Mathematics Teachers' Teaching Competency for STEAM Education (STEAM 수업에서의 멘토교사 경험이 예비수학교사들의 STEAM 교수 역량에 미치는 효과)

  • Han, Hyesook
    • Communications of Mathematical Education
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    • v.32 no.1
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    • pp.1-22
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    • 2018
  • The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

Primary Teachers' Perception Analysis on Development and Application of STEAM Education Program (융합 인재 교육(STEAM) 연수를 통해 교수.학습 자료 개발 및 현장적용을 경험한 초등교사들의 인식 조사)

  • Lee, Ji Won;Park, Hye Jeong;Kim, Jung Bog
    • Journal of Korean Elementary Science Education
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    • v.32 no.1
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    • pp.47-59
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    • 2013
  • The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

A Case Study of Preservice Secondary Science Teachers' Demonstration of STEAM Lessons (중등 예비과학교사의 STEAM 수업 시연에 대한 사례 연구)

  • Choi, Sookyeong;Lee, Jaewon;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.665-676
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    • 2015
  • In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.

The Analysis of Research Trends on STEAM Instructional Program and the Development of Mathematics-Centered STEAM Instructional Program (STEAM 교수-학습 프로그램의 개발 동향 분석 및 수학교과 중심의 STEAM 교수-학습 프로그램의 개발)

  • Han, Hyesook
    • Communications of Mathematical Education
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    • v.27 no.4
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    • pp.523-545
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    • 2013
  • The purposes of the study were to analyze STEAM instructional materials to find research trends on STEAM instructional program and to develop mathematics-centered STEAM instructional program for middle school second graders. To conduct this study, the researcher collected total 123 research papers and thesis focused on the development of STEAM instructional material and deduced implications for the development of mathematics-centered STEAM instrucational materials from the findings. The researcher found that important components of such as 'context for learning', 'internalization-mmersion', 'new challenge', and 'self-assessment' in STEAM education were not reflected properly in 19 mathematics-centered STEAM instructional programs. Therefore, the researcher put more emphasis on those components in the process of developing mathematics-centered STEAM program.