• The Journal of the Korea Contents Association
• /
• v.19 no.6
• /
• pp.513-523
• /
• 2019

The purpose of this study is to develop and apply activity-based STEAM education programs to verify elementary school students' logical thinking skills, attitudes to STEAM, and changes in satisfaction. The activity-based STEAM education program was developed in a total of 3 rounds under the theme of 'Let's get through Ultraviolet rays.' The finally developed program, which was revised and supplemented by process of preliminary commitment to elementary school students, proved its effectiveness through statistical methods in 168 sixth-grade in S elementary school students in Gyeonggi-do. The results of the study are as follows: First, the activity-based STEAM education program was developed around the topic of "Let's get through Ultraviolet rays" based on the "The solar system and Star" unit of the 5th and 6th grades of elementary school science. Second, by applying the developed activity-based STEAM education program to elementary school students, their cognitive development level by science behavioral system was improved after class, and proportion of the logical thinking skills and logic of variable control represented a significant value(p<.05). Third, the attitudes toward STEAM education, consisting of seven sub-factors, presented significant statistical test results across other factors, except for communication and usability factors(p<.05). Fourth, in the satisfaction test, the average value of the lower section was 3.59 to 3.85 points, and overall it was positive.

• Journal of Science Education
• /
• v.37 no.2
• /
• pp.338-347
• /
• 2013

The purposes of this study were to develop the activity based STEAM education program and to investigate the effects of the developed program on students' interest in science learning. The program was applied to 7th grade science club. This study was planned to single group pre-post test design. Test tool was the questionnaire of interest on science learning. In the results of t-test, there was statistically significant difference on the pretest and posttest of interest in science learning. Also there was significant difference on attitude toward science, recognition and strategy on science learning that were subdomains of interest on science learning. The results indicated that activity-based STEAM education program was effective in improving students' interest in science learning. In future, studies should be conducted that examine the effect of STEAM program on creativity and problem-solving activity. Therefore studies on the effectiveness of activity-based STEAM education programs should be made continuously.

• Journal of Engineering Education Research
• /
• v.23 no.5
• /
• pp.68-75
• /
• 2020

In order to cultivate the talents acquired in the fourth industrial revolution, developed countries' government are actively engaged in the campaigns encouraging K-12 students to participate in the maker movement. Maker education is regarded as one possible solution based on high tech in the era of the 4th Industrial Revolution, and it is spreading widely along with STEM education. In South Korea, STEAM education was actively conducted nationwide, and since 2017, STEAM and maker education have been linked showing mutual development. However, compared to STEAM education linked to the curriculum, comparison and activity-based research on maker education for teenagers is still insufficient. Therefore, this study aimed to suggest implications for STEAM education and maker education by analyzing the motivation of Korean youth to participate in maker activities. The subjects of this study are high school students who participated in maker education programs in student community for the first time in Korea. In this study, students were classified into engineering-related career group and non-engineering-related career groups based on their career intentions, and the motivation and understanding of participation in maker activities were compared. As a result of the study, male students participated more in maker education community activities than female students, and the engineering-related career group had a higher intention to participate in games, outdoor activities, IT equipment, digital production, and electrical/electronic production activities than the non-engineering-related career group. In addition, in the fields of handicraft/art, home baking, installing, and horticultural agriculture, there was no difference in the intention of participate in the engineering-related career group and the non-engineering-related career group. It was found that the engineering-related career group believed that there was a strong relationship between the maker education community activity, career exploration and future career choice, while the non-engineering-related career group believed that the relationship is less strong. It was also found that the engineering-related career group was participating more actively in the maker activity than the other group.

• Communications of Mathematical Education
• /
• v.31 no.4
• /
• pp.389-407
• /
• 2017

Many researches related to STEAM education have been actively conducted for developing elementary and secondary school students' comprehensive and logical thinking ability in relation to creativity education in Korea. Each sub factor of STEAM education requires creative thinking with the ability to be merged together to solve problems as integrated or combined forms in the fields of Science, Technology, Engineering, Arts, and Mathematics. Also, these STEAM activities and experiences should be carried out at various places outside the classroom in school. Although various educational programs to enhance mathematical creativity have been emphasized for elementary and secondary school students, recent tendency to focus on classroom learning in the school makes it difficult to develop creative thinking ability of students. This research is mainly based on the result of the project "Development and Administration of STEAM Outreach Program in 2016" supported by KOFAC(Korea Foundation for the Achievement of Science & Creativity). The purpose of this research is to develop a STEAM outreach program including students' activity books, teachers' manuals and administration manual that can maximize STEAM-related interest of students, and to provide a chance for elementary and secondary school students to experience creative thinking based on sub factors of STEAM. The STEAM competency total score and the perception of convergence education were significantly increased for all students participating this program, but some sub factors showed different result by school levels. The STEAM outreach program developed by this study is designed to emphasize STEAM education especially 'based on' mathematics in order to provide students with the opportunity to experience more interest in the field of mathematics and will be able to provide an interesting creative STEAM outreach program that utilizes a variety of activities which, we expect, would help students to consider their career in the future.

• Journal of The Korean Association of Information Education
• /
• v.18 no.2
• /
• pp.285-294
• /
• 2014

Recently, research using robots as a learning tool has increasingly been conducted in K-12 education area. It has been known that hands-on robots give positive educational effect not only on science and mathematics, but on STEAM activity, and help improve the abilities necessary in the 21 century, such as critical thinking, creativity, communication skills, and team work. Despite many research achievements, there is still few research on robot based curriculum to improve the instrumental application of robots in the primary and secondary education fields. In other words, there is a lack of studies of systematic educational contents, educational methods and educational evaluation to increase the instrumental application according to schools and class years. Therefore, this study analyzed domestic and foreign robot based curriculums and relevant cases to develop 'robot' related educational programs in primary school and middle school, suggested the achievement objectives in the robot area as a sub category of the computer science curriculum which will be revised, and proposed teaching-learning method and evaluation method.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.313-334
• /
• 2022

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

• Journal of the Korean Chemical Society
• /
• v.64 no.3
• /
• pp.159-174
• /
• 2020

The purpose of this study is to examine 'Design Thinking' based Chemistry Class program as an education strategy for core competence of creative convergence talent. The program stages were modified and supplemented into eight stages, including 'Knowledge Understand', 'Empathy', 'Sharing perspective', 'Ideate', '1st Prototype', '1st Test', '2nd Prototype', and '2nd Test', so that the 'Design Thinking Process in Science Education' can be applied to the chemistry class. Considering the linkage between the 2015 and 2009 revised national curriculum, the achievement criteria were selected, and the lesson plans and student activity sheet were developed according to the themes to be met. Four thematic educational programs were developed and applied to Chemistry I for the second grade of high school students from March to August. The results were verified through qualitative data analysis of the class scene and pre- and post-test based on inventories of 'Empathy' 'STEAM educational competence', 'Problem solving process'. As a result of applying the developed program, 'empathy' showed a significant improvement in empathy with others and empathy with the problem situation. In 'STEAM educational competence', there was a significant enhancement in science and design competence. In the 'problem finding process', the problem definition, problem solution design, and problem-solving review were significantly improved in the 'problem-solving process'. The results of this study provided implications for the applicability of design thinking - based chemistry classes and its educational effect.

• Journal of People, Plants, and Environment
• /
• v.23 no.2
• /
• pp.221-231
• /
• 2020

Since elementary school is a time in which basic concepts like attitudes and mindsets about careers are formed, career education is very important to elementary school students. This study was conducted to investigate the effects of a gardening program applying the academic disciplines of Science, Technology, Engineering, Arts, Mathematics, and Society (STEAMS) on developing career education for elementary school students. In order to determine the effectiveness of the program on career development of elementary school students, this study was conducted with 28 upper elementary students in the experimental group who participated in the gardening program, and 30 upper elementary students in the control group who did not. The program was comprised of total 8 sessions, one session per week, with various garden activities. The career development scores of the two groups before and after the program were comparatively analyzed. Before the program, the experimental group had significantly lower scores for career development than the control group. After 8 weeks of the program, the control group did not show any changes in career development, while the experimental group that participated in the program showed a significant increase in career development, resulting in no difference in career development between the two groups after the program. Therefore, the program has positive effects on improving career development of upper elementary students who previously had insufficient career development. Overall, the program had positive effects on career development of upper elementary students, and further research is needed to systematically promote the STEAMS-based gardening program to promote interest and understanding of students by associating plant-based gardening activities with various subjects such as science, art, and social studies.