Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Analysis of Learning Effectiveness of an Arts-energy Convergence Extracurricular Program using the Kirkpatrick Model

Kirkpatrick 모형을 적용한 예술-에너지 융합 비교과 프로그램의 학습 효과성 분석

  • Choi, Jeehyun (Korea University)
  • 최지현 (고려대학교)
  • Received : 2024.08.11
  • Accepted : 2024.10.04
  • Published : 2024.10.31
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Abstract

The purpose of this study is to analyze the effectiveness of arts-engineering interdisciplinary education for improving creativity-convergence thinking. Using response data from 263 participants who attended an arts-energy extracurricular program at K University, we applied Kirkpatrick's Four-Level Model for analysis, and used Excel 2018, SPSS 25.0, and Process macro 4.0 software programs. The main findings are as following: (a) Overall means for STEP1: program satisfaction (M=4.43), STEP2: understanding of the program (M=4.52), STEP3: increased interest in energy (M=4.26), and STEP4: expansion of creativity-convergence thinking (M=4.41) were high, indicating effective learning outcomes. (b) While STEP1 did not differ significantly, males showed significantly higher in STEP2 and STEP3 compared to females. Additionally, males and STEM learners was significantly higher in STEP4 than non-STEM learners. (c) STEP1 had a positive effect on STEP2, and STEP3 had a positive effect on STEP4, but STEP2 did not have an effect on STEP3, failing to support the assumption of serial causality in Kirkpatrick's model. STEP1, STEP2, and STEP3 had positive effects on STEP4 directly. STEP2 or STEP3 mediated the relationships between STEP1 and STEP4 respectively. However, STEP2 and STEP3 did not serially mediate the relationships between STEP1 and STEP4. Based on these findings, discussions were held, and implications for academia and practice in the fields of engineering and science education were provided.

본 연구의 목적은 창의·융합적 사고 향상을 위한 예술-공학 융합 교육의 학습 효과성을 분석하는 것이다. 이를 위해 K대학에서 운영한 예술-에너지 융합 비교과 프로그램을 수강했던 263명의 응답자료를 사용하여 Kirkpatrick의 4단계 모형에 따라 분석하였다. Excel 2018, SPSS 25.0, Process macro 4.0 프로그램을 사용하여 분석한 주요 결과는 다음과 같다. 첫째, STEP1 수강 만족도(M=4.43), STEP2 이해도(M=4.52), STEP3 에너지에 대한 관심증가(M=4.26), STEP4 창의·융합적 사고확장(M=4.41)의 전체 평균은 모두 높게 산출되어 학습이 효과적이라는 것을 보여주었다. 둘째, STEP1은 학습자 특성에 따른 차이가 없었으나, STEP2와 STEP3은 남성이 여성보다 유의하게 높았다. 그리고 STEP4는 남성이 여성보다, 이공계열 학습자가 비이공계열 학습자보다 유의하게 높았다. 셋째, STEP1은 STEP2에, STEP3은 STEP4에 긍정적인 영향을 미쳤으나, STEP2가 STEP3에 영향을 미치지 않아 Kirkpatrick의 4단계 모형이 단계별 순차적으로 인과성이 있다는 가정이 충족되지 않았다. STEP1, STEP2, STEP3는 STEP4에 직접적인 영향을 미쳤고, STEP2와 STEP3는 각각 STEP1과 STEP4의 관계를 매개하였다. 그러나 STEP2와 STEP3이 STEP1과 STEP4의 관계를 연속매개하지 않았다. 본 연구 결과를 토대로 논의하고 공학 및 과학교육의 관점에서 학문적, 실무적 시사점을 제공하였다.

Keywords

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