한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제33권3호
  • /
  • Pages.588-596
  • /
  • 2014
  • /
  • 1598-3099(pISSN)
  • /
  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
권호 표지
DOI QR코드

DOI QR Code

융합인재교육(STEAM) 수업에서 초등교사들이 겪는 어려움 분석

An Analysis of Elementary School Teachers' Difficulties in the STEAM Class

  • 투고 : 2014.08.10
  • 심사 : 2014.08.25
  • 발행 : 2014.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The purpose of this study is to provide basic data for improving the STEAM class by examining elementary school teachers' difficulties in the STEAM class and discussing solutions. For this research, 25 elementary school teachers in Seoul City and Gyeonggi-do were asked to write their difficulties in the STEAM class in the open-ended questionnaires. After classification of the collected data, an in-depth interview was conducted with one in-service elementary school teacher who is richly experienced in STEAM education to find solutions for each type of difficulties. The study result showed that most of elementary school teachers had difficulties in the STEAM class, due to selection of integrated subjects, production of teaching devices and materials, guidance of group activities, reorganization of the curriculum, assessment and uncooperative co-teachers. One teacher that participated in the interview to discuss solutions for teachers' difficulties was solving the problems in various ways. She said that many of her solutions came from her experience and also, knowledge obtained through a participation in the STEAM training or opportunities to share information with other teachers who belong to the STEAM research institution, was highly helpful.

키워드

참고문헌

  1. Bybee, R. (2010). Advancing STEM education : A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
  2. DOEQG (Department of Education, Queensland Government) (2011). Towards a 10-year plan for Science, Technology, Engineering and Mathematics (STEM) education and skills in Queensland. http://education.qld.gov.au/projects/stemplan/docs/stem-discussion-paper.pdf. Accessed Date: Jan 20 2012.
  3. Gil, Y. S. (2005). Problems faced by the secondary teachers and their reasons. Journal of the Korean Educational Methodology Studies, 17(2), 283-309.
  4. Guem, Y. C. & Bae, S. A. (2012). The recognition and needs of elementary school teachers about STEAM education. The Journal of Korean Industrial Education Association, 37(2), 57-75.
  5. Hong, J. K. (2001). Study on the effective relationship of teachers. Journal of Elementary Education, 17(1), 217-238.
  6. Hudson, P. & Chandra, V. (2010). Fusing curricula: Science, technology and ICT. The Sixth International Conference on Science, Mathematics and Technology Education, 19-22. Hualien, Taiwan.
  7. Kang, D. H. (1996). Assessment of science learning. Science Education Research Center(Kyungsang National University).
  8. Kang, G. W. (2003). Teaching conflicts and managing strategies: The teaching dilemmas of four elementary social studies teachers. The Journal of Elementary Education, 16(2), 185-209.
  9. Kim, J. S. (2011). A cubic model for STEAM education. Journal of the Korean Technology Education Association, 11(2), 124-137.
  10. Kim. D. H., Go, D. G., Han, M. J. & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Research in Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043
  11. Korea Institute for the Curriculum and Evaluation (2005). National assessment of educational achievement in 2004-Analyses of the science achievement test result. KICE Research Report RRE 2005-1-5.
  12. Kwak, Y. S. & Kim. J. H. (2003). Qualitative research on common features of best practices in the secondary school science classroom. Journal of the Korean Association for Research in Science Education, 23(2), 144-154.
  13. Lee, I. S. (2008). Big Convergence of Knowledge. Seoul: Gozwin.
  14. Lee, J. W., Park, H. J. & Kim, J. B. (2013). Primary teachers' perception analysis on development and application of STEAM education program. Journal of Korean Elementary Science Education, 32(1), 47-59.
  15. Matthews, C. (2007). Science, engineering and mathematics education: Status and issues. Congressional Research Service Report for Congress.
  16. Ministry of Education and Science Technology (2009). Commentary primary school curriculum according to the 2009 revised national curriculum.
  17. Ministry of Education and Science Technology (2010). 2011 Business report; Window to open the creative talent and the advanced science and technology future of republic of Korea.
  18. Sanders, M. (2009). STEM, STEM education, STEM mania. The Technology Teacher, 68(4), 20-26.
  19. Sanders, M., Kwon, H., Park, K. & Lee, H. (2011). Integrative STEM (Science, Technology, Engineering and Mathematics) education: Contemporary trends and issues. SERI Journal, 59(3), 729-762.
  20. Seo, H. Y. (2004). Directions of science education for the gifted and scientific creativity. Journal of Gifted/Talented Education, 14(1), 65-89.
  21. Shin, Y. J. & Han, S. K. (2011). A study of the elementary school teachers' perception in STEAM (Science, Technology, Engineering, Arts, Mathematics) education. Journal of Korean Elementary Science Education, 30(4), 514-523.
  22. Yakman, G. (2010). What is steam? http://www.steamedu.com/WhatisSTEAM.Aggie.pdf. Acceessed Date: Oct 20. 2011.
  23. Yang, J. M., Lee, H. J., Oh, C. H., Jeong, J, S., Kwon, Y. J. & Park, G. T. (2007). An analysis of social interaction according to students' preference for groups in science instruction of elementary school. Journal of Korean Elementary Science Education, 26(1), 1-11.

피인용 문헌

  1. A Case Study of Preservice Secondary Science Teachers' Demonstration of STEAM Lessons vol.35, pp.4, 2015, https://doi.org/10.14697/jkase.2015.35.4.0665
  2. Proposal of a Convergent Educational Model of the Inquiry-Based Environmental Education and STEAM Education vol.28, pp.1, 2014, https://doi.org/10.17965/kjee.2015.28.1.24
  3. 융합인재교육(STEAM)에 대한 초등학교 교사의 실행 형태 분석 vol.39, pp.1, 2015, https://doi.org/10.21796/jse.2015.39.1.44
  4. Elementary Pre-service Teachers and In-service Teachers' Perceptions and Demands on STEAM Education vol.8, pp.1, 2015, https://doi.org/10.15523/jksese.2015.8.1.1
  5. 중등 과학교사의 융합인재교육(STEAM) 실행에 대한 문화역사적 활동이론(CHAT) 측면에서의 이해 vol.35, pp.6, 2015, https://doi.org/10.14697/jkase.2015.35.6.0949
  6. G지역에서 융합인재교육(STEAM)에 대한 초등 예비교사, 현직교사, STEAM 리더스쿨 교사들의 어려움과 요구사항 vol.8, pp.3, 2015, https://doi.org/10.15523/jksese.2015.8.3.355
  7. 거꾸로 수업(Flipped Learning)에서 과학 교사들이 겪는 인식과 어려움 분석 vol.36, pp.1, 2014, https://doi.org/10.14697/jkase.2016.36.1.0159
  8. STEAM 심화과정 교사연수 프로그램 개발 및 운영 vol.36, pp.3, 2014, https://doi.org/10.14697/jkase.2016.36.3.0399
  9. 적정기술 주제의 STEAM 프로그램 개발 및 초등학생의 창의적 사고활동, 과학적 태도, 리더십에 미치는 영향 vol.40, pp.2, 2016, https://doi.org/10.21796/jse.2016.40.2.144
  10. 과학사와 융합인재교육의 적용 실태와 과학사를 활용한 설계 기반의 융합인재교육 수업에 대한 초등교사들의 인식 vol.40, pp.2, 2014, https://doi.org/10.21796/jse.2016.40.2.166
  11. 과학중심 STEAM 수업을 통한 학습자가 인식하는 21세기 학습자 역량 변화 vol.36, pp.2, 2017, https://doi.org/10.15267/keses.2017.36.2.143
  12. 초등학교 비형식 과학 교육을 위한 융합인재교육(STEAM) 프로그램의 개발 및 적용 - '빛' 주제를 중심으로 vol.10, pp.2, 2017, https://doi.org/10.15523/jksese.2017.10.2.122
  13. 핵심 개념으로 비교한 2015 개정 교육과정의 ｢통합과학｣과 ｢융합과학｣ vol.37, pp.6, 2014, https://doi.org/10.14697/jkase.2017.37.6.981
  14. 교사학습공동체를 통한 STEAM 수업 사례 연구 vol.38, pp.2, 2014, https://doi.org/10.14697/jkase.2018.38.2.147
  15. An Investigation of Teachers’ STEAM Education Implementation Using the Concerns Based Adoption Model (CBAM) vol.57, pp.3, 2014, https://doi.org/10.15812/ter.57.3.201809.325
  16. Development and validation of a scale for measuring teachers’ feedback in learner-centered instruction vol.30, pp.4, 2014, https://doi.org/10.17927/tkjems.2018.30.4.511
  17. 자유학기제 과학과 평가에 대한 교사의 인식과 실제 vol.39, pp.1, 2014, https://doi.org/10.14697/jkase.2019.39.1.143
  18. STEAM 교육의 한계와 개선방향 -STEAM 교육 전문성을 가진 교사의 견해를 바탕으로- vol.39, pp.5, 2014, https://doi.org/10.14697/jkase.2019.39.5.573
  19. A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea vol.5, pp.1, 2014, https://doi.org/10.1186/s41029-019-0034-y
  20. 과학·공학 융합 수업 준거틀 및 공학 설계 수준 제안 vol.13, pp.1, 2014, https://doi.org/10.15523/jksese.2020.13.1.121
  21. 과학·공학 융합 수업의 중학교 현장적용을 위한 전문가 제안 vol.23, pp.3, 2014, https://doi.org/10.18108/jeer.2020.23.3.20
  22. Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea vol.22, pp.2, 2014, https://doi.org/10.1108/ijced-02-2019-0016
  23. 융합적 과학수업에 대한 초등교사의 인식론적 신념과 실행 -조사연구 및 자기연구- vol.40, pp.4, 2014, https://doi.org/10.14697/jkase.2020.40.4.359
  24. '그림자 북 만들기' 활동을 통한 초등 예비교사들의 융합 프로그램에 대한 인식 vol.13, pp.3, 2014, https://doi.org/10.15523/jksese.2020.13.3.270
  25. 초등 예비교사의 대체에너지에 대한 이해도와 대안개념 분석 vol.40, pp.1, 2021, https://doi.org/10.15267/keses.2021.40.1.36