한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제38권6호
  • /
  • Pages.875-883
  • /
  • 2018
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

융합인재교육(STEAM) 프로그램이 학생에 미친 효과에 대한 메타분석

Meta Analysis of STEAM (Science, Technology, Engineering, Arts, Mathematics) Program Effect on Student Learning

  • 투고 : 2018.11.14
  • 심사 : 2018.12.19
  • 발행 : 2018.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구에서는 지난 6년간 국내 학술지에 보고된 STEAM 수업의 효과에 대한 연구들이 확인한 효과의 전반적인 영역을 검토하고 어떤 변인들이 어떤 영향을 주어 어느 정도의 효과를 평균적으로 산출하는지 분석하여 전체적인 STEAM의 효과를 분석하였다. 메타분석에 충분한 자료를 제시하는 논문을 파악 후 이상치가 제시된 논문을 제외한 총 60편의 172개의 효과크기를 분석하였다. 연구 결과 STEAM의 효과는 논문에서 보고하는 다양한 종속 변수에 있어서 평균 중간 정도임을 알 수 있었다. 이러한 효과크기에 영향을 주는 조절변인을 분석한 결과 학생의 정의적 특성, 사고력, 인성 및 진로의향을 측정하는 연구에서 보다 큰 효과크기를 보이는 것으로 드러났다. 한편, 대상 학생의 학교급, 수업에서 물리적 산출물 유무, 수업시수, 연구대상 학생의 수는 효과크기에 영향을 미치지 않는 것으로 드러났다. 즉, 평균 효과크기는 이들 변인들과 무관하게 기대할 수 있음을 나타낸다. 이들 결과에 비추어 추후 필요한 연구영역 및 주제를 제시하였다.

This study examined overall effect of STEAM programs on student learning through meta-analysis of journal articles published for the past six years. We examined the areas of effects that the research tested and analyzed overall effect across the research. We first identified academic journal articles that utilized quasi-experimental design in examining STEAM effects on student learning and presented appropriate data for meta-analysis such as effect size. A total of 63 articles were identified to be appropriate for meta-analysis. Using R packages, we first identified outliers and eliminated them in the analysis of mean effect size. Thus, 172 effect sizes from 60 studies were analyzed. The results showed that the mean effect was medium (effect size = 0.52). Analysis showed that moderators of the effect were affective measures, thinking skills, character measures, and career aspirations, which meant the studies that measured these variables had more effect than achievement measures. On the other hand, the school level (elementary, middle, and high school), the absence or presence of student products as program requirements, hours of intervention, and sample size did not moderate the effect. Thus, regardless of these variables STEAM programs produced medium effect in general. Based on these results, further research areas and topics are suggested.

키워드

GHGOBX_2018_v38n6_875_f0001.png 이미지

Figure 1. Influence before elimination of outliers (N=183)

GHGOBX_2018_v38n6_875_f0002.png 이미지

Figure 2. SAMD statistic results

GHGOBX_2018_v38n6_875_f0003.png 이미지

Figure 3. Funnel plots before and after outlier elimination

Table 1. Definition of moderators and coding results

GHGOBX_2018_v38n6_875_t0001.png 이미지

Table 2. Mean effect size for combined dependent variables

GHGOBX_2018_v38n6_875_t0002.png 이미지

Table 3. Results of hierarchical meta-regression analysis of moderators

GHGOBX_2018_v38n6_875_t0003.png 이미지

참고문헌

  1. Bae, D., Kim, B., & Kim, J. (2014). The effect of making bridge model STEAM program based SMART education on interest and STEAM literacy. The Korean Journal of Technology Education, 14(1), 158-176.
  2. Bae et al. (2014). The effects of science lesson applying STEAM education on creative thought activities and emotional intelligence of elementary school students. Journal of Korean Elementary Science Education, 33(4), 762-772. https://doi.org/10.15267/keses.2014.33.4.762
  3. Bae, J., Yun, B., & Kim, J. (2013). The effects of science lesson applying STEAM education on science learning motivation and science academic achievement of elementary school students. Journal of Korean Elementary Science Education, 32(4), 557-566. https://doi.org/10.15267/KESES.2013.32.4.557
  4. Bak, A., & Kim, Y. (2014). The effects of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. Journal of Korean Elementary Science Education, 33(3), 439-452. https://doi.org/10.15267/keses.2014.33.3.439
  5. Bak, A., & Kim, Y. (2014). The effects of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. Journal of Korean Elementary Science Education, 33(3), 439-452. https://doi.org/10.15267/keses.2014.33.3.439
  6. Banks F., & Barlex, D. (2014). Teaching STEM in the secondary school. New York: Routledge.
  7. Brandwein, P. F., & Schwab, J. J. (1962). The teaching of science: The teaching of science as enquiry and Science in the Elementary School. Cambridge, MA: Harvard University Press.
  8. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester, UK: Wiley.
  9. Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. https://doi.org/10.1126/science.1194998
  10. Chae, H., & Noh, S. (2013).The effect of the STEAM activities on the elementary student's science process skills and science-related attitudes. Journal of Science Education, 37(3), 417-433. https://doi.org/10.21796/jse.2013.37.3.417
  11. Cho, S., & Park, C. (2013). The development and application of a STEAM program based on backward design. Journal of the Korean Educational Research Association, 17(4), 1385-1404.
  12. Choi, Y., & Hong, S. (2013). The development and application effects of STEAM program about 'World of small organisms' unit in elementary science. Journal of Korean Elementary Science Education, 32(3), 361-377. https://doi.org/10.15267/keses.2013.32.3.361
  13. Choi, Y., & Hong, S. (2016). The development and application effects of 'Life Cycle of Plants' STEAM program using time-lapse based on smart media. Biology Education, 44(1), 35-48. https://doi.org/10.15717/bioedu.2016.44.1.35
  14. Choi, Y. M., Kim, E. H., Yang, J. H., & Hong, S. H. (2016). The influences of STEAM program using infragram for plant health monitoring on elementary student's creative problem solving ability, scientific process skills and affective domain. Biology Education, 44(1), 72-86. https://doi.org/10.15717/bioedu.2016.44.1.72
  15. Choi, Y., Yang, J., & Hong, S. (2016). The effects of smart media based STEAM program of chicken life cycle on academic achievement, scientific process skills and affective domain of Elementary School Students. Journal of Korean Elementary Science Education, 35(2), 166-180. https://doi.org/10.15267/keses.2016.35.2.166
  16. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
  17. Del Re, A. C. (2015). A practical tutorial on conducting meta-analysis in R. Quantitative Methods for Psychology, 11(1), 37-50. https://doi.org/10.20982/tqmp.11.1.p037
  18. Gleser, L. J., & Olkin, I. (2009). Stochastically dependent effect sizes. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta analysis (2nd ed., pp. 357-376). New York: Russell Sage Foundation.
  19. Han, I., Hwang, S., & Yoo, J. (2016). Development and Management of the Advanced STEAM Teacher Training Program. Journal of the Korean Association for Research in Science Education, 36(3), 399-411. https://doi.org/10.14697/jkase.2016.36.3.0399
  20. Han, M., & Hong, S. (2015). The development and application of a STEAM program making connections between the material transport systems of plants and animals. Journal of Educational Studies, 46(1), 69-91. https://doi.org/10.15854/jes.2015.03.46.1.69
  21. Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1(1), 39-65. https://doi.org/10.1002/jrsm.5
  22. Hong, H. J., Bae, J. H., So, K. H.. (2015). The effects of the STEAM based field trip program on the elementary students' science process skills and attitude toward science. Biology Education, 43(4), 344-354. https://doi.org/10.15717/bioedu.2015.43.4.344
  23. Hunter, J. E. (2004). Methods of meta-analysis: Correcting error and bias in research findings (2nd ed.). Thousand Oaks, CA: Sage.
  24. Jeon, S., & Lee, Y. (2014). Art based STEAM education program using EPL. Journal of The Korea Society of Computer and Information, 19(4), 149-158. https://doi.org/10.9708/jksci.2014.19.4.149
  25. Johnson, C. C. Peters-Burton, E. E. Moore T. J. (eds.)(2016). STEM road map: A framework for integrated STEM education. New York: Routledge.
  26. Jun, M., & Park, M. (2015). Effects of STEAM program development and application for the 1st grades of elementary school. Education of Primary School Mathematics, 18(2), 91-106. https://doi.org/10.7468/jksmec.2015.18.2.91
  27. Kang, J., Ju, E., & Jang, S. (2013). The effect of science-based STEAM program using a portfolio on elementary students' formation of science concepts. Journal of Korean Elementary Science Education, 32(4), 593-606. https://doi.org/10.15267/keses.2013.32.4.593
  28. Kang, I., Kim, H., & Kim, D.(2012). A case study on the learning effects of the STEAM education using open source softwares in terms of students' interesting and attitudes toward science. Secondary Education Research, 60(4), 1105-1134. https://doi.org/10.25152/ser.2012.60.4.1105
  29. Kang, H., & Seo, H. (2013). The development and application of a life science based STEAM program for middle school gifted students. Journal of Science Education for the Gifted, 5(3), 162-173.
  30. Kang, N., Yoo, J., Byun, S., Lim, S., Oh. K., & Jeong, J. et al., (2017). The effect of STEAM projects: Year 2016 analysis. Seoul, KOFAC.
  31. Kim, D., & Hong, S. (2014). The Development and application effects of convergence program for field trip and STEAM education related geology. Journal of Korean Elementary Science Education, 33(2), 364-379. https://doi.org/10.15267/keses.2014.33.2.364
  32. Kim, D. H., & Hong, S. H. (2014). STEAM program development and the application effect for the geological feature relation which can be executed at an indoors. Journal of Korean Elementary Science Education, 33(3), 510-523. https://doi.org/10.15267/keses.2014.33.3.510
  33. Kim, D. H., Ko, 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 Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043
  34. Kim, D., & Koo, D. (2013). Development and application of elementary science IT convergence education program. Korean Journal of Elementary Education, 24(3), 119-138.
  35. Kim, G., & Choi, S. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226. https://doi.org/10.15267/KESES.2012.31.2.216
  36. Kim, H., & Choi, S. (2013). The Effects on the STEAM learning program of intelligent life in elementary school. Journal of Science Education, 37(3), 550-561. https://doi.org/10.21796/jse.2013.37.3.550
  37. Kim, H., & Choi, S. (2015). The Effects of the science inquiry and scientific attitude through the science-based PRIDE of STEAM program in the elementary science class. Journal of Education & Culture, 21(2), 137-158. https://doi.org/10.24159/joec.2015.21.2.137
  38. Kim, J., & Hong, S. (2015). Development and effect of STEAM program on environment using smart equipment in elementary science. The Environmental Education 28(3), 178-192.
  39. Kim, M., & Choi, S. (2013). The Effects of the STEAM project-based learning on students' creative problem solving and science achievement in the elementary science class. Science Education Research, 37(3), 562-572.
  40. Kim, T., Yang, Y., & Kim, J. (2013). Kim, T., Yang, Y., & Kim, J. (2013). Development and Application of STEAM Education Program by Producing UCC - 2nd Graders in Elementary School. Journal of the Korean Association of Information Education, 17(3), 339-346. https://doi.org/10.14352/jkaie.2013.17.3.339
  41. Kim, Y., Paik, S., Choi, S., Kang, N., Maeng, S., & Joung, Y. (2015). Analysis on the trends of science education studies related to students' science learning in Korea. Journal of the Korean Association for Science Education, 35(4), 751-772. https://doi.org/10.14697/jkase.2015.35.4.0751
  42. Kim, J. W. & Won, H. H. (2014). The effect of creativity in STEAM education by meta-analysis in elementary school. Journal of Educational Evaluation, 27(4), 965-985.
  43. Kim, J. W. & Won, H. H. (2016). The effect of creativity in STEAM education by meta-analysis. Korean Journal of Educational Research, 54(2), 169-195.
  44. KOFAC (2018, July 17). About STEAM. Retrieved from https://steam.kofac.re.kr/?page_id=11269
  45. Ko, C., Kim, J., Jin, S., Cho, H., Jung, S., & Park, Y. (2016). The effects of STEAM programs applied the practical personality education on STEAM attitudes and practical personalities for elementary school students. The Journal of Elementary Education, 29(1), 1-22.
  46. Ko, E., & Hong, S. (2015). The development and application effects of STEAM program utilizing natural game for the ecosystem learning in elementary science. Biology Education, 43(4), 368-380. https://doi.org/10.15717/bioedu.2015.43.4.368
  47. Korea Ministry of Education (2015). 2015 revised curriculum: science. Sejong-si: Author.
  48. Korea Ministry of Education (2018). Policy: focus, the fourth industrial revolution. Retrieved from http://happyedumoe.go.kr
  49. Lee, D. (2015). Development of the G-STEAM program and its application with the application of project based learning: Focusing on 'Green City Project'. Journal of the Association of Korean Geographers, 4(2), 169-186. https://doi.org/10.25202/JAKG.4.2.1
  50. Lee, D., & Park, H. (2015). Method application of the G-STEAM integrated curriculum based on project-based learning -Dokdo to make space for sustainable development project as a focus on-. Journal of the Association of Korean Photo-Geographers, 25(1), 63-85.
  51. Lee, E., & Choi, Y. (2013). The Effect of the application of STEAM within the technology subject's information and communication technology unit on middle school students technological thinking disposition. The Korean Journal of Technology Education, 13(2), 128-155.
  52. Lee, S. (2012). Effects of STEAM-based environmental program for elementary school students' environmental literacy. Korean Journal of Environmental Education, 25(1), 66-76.
  53. Lee, S., Kwon, S., & Kwon, Y. (2015). Development of a convergence-oriented digital textbook on the structure and function of plant using iBooks Author. Biology Education, 42(4), 414-427.
  54. Lee, S., & Lee, H. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60-70. https://doi.org/10.15267/KESES.2013.32.1.060
  55. Lee, W., & Kang, S. (2014). Creative and critical thinking skills-reinforced and STEAM-oriented teaching strategy of science for students' extracurricular activities through a junior high school intervention study program. Journal of Research in Curriculum Instruction, 18(2), 321-342. https://doi.org/10.24231/rici.2014.18.2.321
  56. Lee, Y., & Cho, J. (2012). Development and application of STEAM education program based on topic-specific project. Journal of the Korea Academia-Industrial Cooperation Society, 13(12), 5770-5775. https://doi.org/10.5762/KAIS.2012.13.12.5770
  57. Lee, Y., & Cho, J. (2012). Development and application of STEAM education program based on topic-specific project. Journal of the Korea Academia-Industrial Cooperation Society, 13(12), 5770-5775. https://doi.org/10.5762/KAIS.2012.13.12.5770
  58. Lee, Y., & Cho, J. (2012). Development and application of STEAM education program based on topic-specific project. Journal of the Korea Academia-Industrial Cooperation Society, 13(12), 5770-5775. https://doi.org/10.5762/KAIS.2012.13.12.5770
  59. Lee, Y., & Kim, S. (2012). The effects of the space perception ability scientific attitudes through the science-based STEAM astronomical learning program. Journal of the Korean Society of Earth Science Education, 5(3), 297-306. https://doi.org/10.15523/JKSESE.2012.5.3.297
  60. Lee, Y., & Kim, Y. (2012). The effects on the creative thinking and creative personality using the 'weather and our life' on science-based STEAM. Journal of the Korean Society of Earth Science Education, 5(2), 204-212. https://doi.org/10.15523/JKSESE.2012.5.2.204
  61. Lee, Y., & Son, J. (2016). Effects of PAE-STEAM-Environment program in Environment literacy and creative problem solving of elementary students. Journal of Korean Practical Arts Education, 22(2), 15-31.
  62. Lim, K., & Kim, H. (2014). The effects of STEAM education on scientific inquiry skills of high school students. Journal of the Korean society of earth science education, 7(2), 180-191. https://doi.org/10.15523/JKSESE.2014.7.2.180
  63. Lim, Y., Min, B., & Hong, H. (2015). Development and Application Effect of Design-based STEAM Program for Boosting the Career Consciousness of 5- 6th Grade Elementary School Students for Natural Sciences and Engineering. Journal of the Korean Association for Science Education, 35(1), 73-84. https://doi.org/10.14697/jkase.2015.35.1.0073
  64. Moon, S., & Hong, S. (2016). Effects of STEAM program utilizing marine organism on scientific inquiry activity and affective domains of elementary students. Korean Journal of Teacher Education, 32(2), 1-25.
  65. NGSS Lead States. (2013). Next generation science standards: For states, by States. Washington, DC: The National Academies Press.
  66. Oh, D., Bae, J., & Park, S. (2016). The Effects of science based enrichment STEAM gifted program on creative thinking activities and emotional intelligence of elementary science gifted students. Journal of Korean Elementary Science Education, 35(1), 13-25. https://doi.org/10.15267/keses.2016.35.1.013
  67. Oh, J., Lee, J., & Kim, J. (2013). Development and application of STEAM based education program using scratch: Focus on 6th graders' science in elementary school. In Multimedia and ubiquitous engineering. The Journal of Korean Association of Computer Education, 15(3), 11-23.
  68. Park, H., & Shin, Y. (2012). Effects of science lesson applying STEAM education on self-efficacy, interest, and attitude towards science. Biology Education, 40(1), 132-146. https://doi.org/10.15717/bioedu.2012.40.1.132
  69. Park, J., & Hyun, E. (2014). The effects of the education programs of integrating art with science and technology: Focusing on student's perceived learning achievement in science and technology. The Korean Journal of Educational Methodology Studies, 26(1), 137-161.
  70. Park, M., Kim, Y., & O, K. (2012). Effects of the Diagram-Drawing Learning Method on the Science-Related Attitudes of the Middle School Students. Teacher Education Research, 51(3), 390-402. https://doi.org/10.15812/ter.51.3.201212.390
  71. Park, S. J., & Yoo, P. K. (2013). The effects of the learning motive, interest and science process skills using the 'Light' unit on science-based STEAM. Journal of Korean Elementary Science Education, 32(3), 225-238. https://doi.org/10.15267/KESES.2013.32.3.225
  72. Park, S. (2013). The effects of STEAM program using storyline on elementary students' creative personality and science-related attitude. Journal of the Korean Association of information Education, 17(4), 487-496. https://doi.org/10.14352/jkaie.2013.17.4.487
  73. Pigott, T. (2012). Advances in meta-analysis. New York: Springer Science & Business Media.
  74. Rhie, D., Kim, J., & Kim, J. (2015). Development and Application of STEAM Education Process Model for the 'Creative Design' Step of STEAM Learning Criteria. Korea Institute of Technical Education, 15(1).
  75. Rho, M. & Yoo, J. E. (2016). A meta-analysis on STEAM programs and science affective domains. Journal of Educational Evaluation, 29(3), 597-617.
  76. Park, H., Kim, Y., Noh, S. G., Lee, J., Jeong, J., Choi, Y. et al. (2012). Components of 4C-STEAM education and a checklist for the instructional design. Journal of Learner-Centered Curriculum and Instruction, 12(4), 533-557.
  77. Schwab, K. (2016). The fourth industrial revolution. New York: World Economic Forum.
  78. Schwichow, M., Croker, S., Zimmerman, C., Hoffler, T., & Hartig, H. (2016). Teaching the control-of-variables strategy: A meta-analysis. Developmental Review, 39, 37-63. https://doi.org/10.1016/j.dr.2015.12.001
  79. Seong, S., & Shin, Y. (2015). The Effect of the STEAM Program for Career Education on Career Development of Elementary School Students. The Journal of Education, 35(1), 1-23.
  80. Son, J., Kim, J., & Kim, Y. (2014). Effects of astronomical STEAM program using co-teaching on self-directed learning attitude of elementary science gifted students. Journal of the Korean earth science society 35(7), 572-584. https://doi.org/10.5467/JKESS.2014.35.7.572
  81. Song, J., Lee, M., & Park, S. (2015). Effectiveness of STEAM Program Using Thinking Maps on Elementary School Students. The Journal of Elementary Education, 28(3), 145-171.
  82. Viechtbauer, W., & Cheung, M. W. L. (2010). Outlier and influence diagnostics for meta-analysis. Research Synthesis Methods, 1(2), 112-125. https://doi.org/10.1002/jrsm.11
  83. The R Foundation (2018). The R Project for Statistical Computing. https://www.r-project.org/. Accessed May 2, 2018.
  84. Yu, S., & Kim, T. (2013). The effects of the STEAM-based robot learning on the creativity of elementary IT-gifted students. Korean Journal of Teacher Education, 29(3), 219-236.
  85. Yang, J., & Hong, S. (2013). Effects of STEAM-based education program on environmental literacy and knowledge for effective micro organisms Korean Journal of Environmental Education, 26(4), 423-440.
  86. Yang, J., & Hong, S. (2014). Development and application effects of STEAM program about flow of energy between organisms. Biology Education, 42(3), 249-264. https://doi.org/10.15717/bioedu.2014.42.3.249
  87. Yoo et al. (2016). Development of "Movie Production Project" science-arts convergence STEAM program and its effects on elementary school students' Career orientation of science, Career Awareness and Creative Personality. Journal of Science Education, 40(1), 31-51. https://doi.org/10.21796/jse.2016.40.1.31
  88. Yoon, H., & Kang, S. (2015). The Effect of integrated mind map activities on the creative thinking skills of 2nd year students in junior high school. Journal of the Korean Chemical Society, 59(2), 164-178. https://doi.org/10.5012/jkcs.2015.59.2.164
  89. Yoon, J., Kim B., & Kim, J. (2013). The effects of T-STEAM program on interesr and academic achievement in middle school technology subject. Korean Journal of Teacher Education, 29(3), 157-175. https://doi.org/10.14333/KJTE.2013.29.4.157

피인용 문헌

  1. STEAM 교육의 한계와 개선방향 -STEAM 교육 전문성을 가진 교사의 견해를 바탕으로- vol.39, pp.5, 2018, https://doi.org/10.14697/jkase.2019.39.5.573
  2. A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea vol.5, pp.1, 2018, https://doi.org/10.1186/s41029-019-0034-y
  3. 데이터 기반 STEAM 교육을 통한 문제 해결 과정 분석: 대기대순환과 표층 해류 내용을 중심으로 vol.13, pp.3, 2018, https://doi.org/10.15523/jksese.2020.13.3.330