• 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.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.211-225
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• 2019

The purpose of this study was to develop the E-STEAM program emphasizing the engineering design process and apply them to young children to examine their effects on scientific problem-solving ability and communication ability. In order to develop the E-STEAM program, activities were organized by reviewing previous studies and websites related to STEAM and engineering education. The organized activities were selected as final activities after consulting with experts. To examine the effectiveness of the program, 50 subjects(experimental group: 25, control group:25) participated in K kindergarten in G city. The experimental group took part in the E-STEAM activities during 7 weeks, while the control group took part in the traditional science activities. The procedure for this study consisted of a pre-study, a pre-test, the treatment, and a post-test schedule. The results of this study were as follows: First, the experimental group showed significantly higher score than the control group in total problem-solving ability. Second, the experimental group showed significantly higher score than the control group in total communication ability. These findings suggest that the experience of E-STEAM activities for young children can be effective teaching-learning methods for young children's problem solving ability and communication ability.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.825-833
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• 2017

The Korean Ministry of Education has emphasized human resource development with creative and convergent ability for future science and technology development. Korean STEAM Education aims to enhance students' interest and their understanding of science and technology as well as to develop students' creative problem-solving skills. Through STEAM R&E project, students experience self-directed research in order to solve the problem in the context of everyday life. In this study, we aim to find out whether the creative leader competency of high school students changed after they experienced the STEAM R&E project. The creative leader competency consisted of three domains: cognitive, affective, and societal domain. We measured the creative leader competency using the questionnaire scales. The questionnaire was administered to 612 high school students who participated in the 2016 STEAM R&E project. Pre- and post- test scores were collected, and we analyzed it. We compared the mean difference between pre- and post- test scores as well as the mean differences among science high school, gifted school, science core school, and general high school. From the result, we found that all student' creative leader competency improved after participating in the STEAM R&E project in all three domains. The result also showed that students' test scores of science high school and gifted school showed no significant mean differences, while student's scores of both science core school and general high school improved significantly. From the results, we concluded that STEAM R&E activities could be an effective tool in cultivating creative leader competency, especially for general high school students and science core school students. We also suggested that further researches are needed to find how we could enhance students' creative leader competency.

• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.2
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• pp.145-159
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• 2016

This study developed the learning criteria for Science, Technology, Engineering, Arts & Mathematics to establish the theoretical background of the education pursued by STEAM. The learning criteria was developed on a basis of 6 kinds of Technology Home Economics textbooks by 2009 Amended Curriculum, and the factors of STEAM were extracted according to related contents. From the results of this study, the unit 'Dress and Self-expression' assimilated T.E.A.M with learning related to clothing psychology, consumer behavior, fashion design, and Korean fashion. The unit 'eco-friendly clothing and fixing clothes' was found to assimilate S.T.E.A.M. with learning related to clothes science and dress structure. Accordingly we can understand this unit also consists of the S. T. E. A. M assimilation such as clothes science, fashion marketing, dress structure, dress aesthetics, design and so on. Both units 'dress and self-expression' and 'eco-friendly clothing and fixing clothes' were found to consist of suggesting situations, creative planning and emotional experience following the learning criteria of STEAM. Therefore, these units will be the basic material for developing STEAM programs centering upon 'Home Economics' among the curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.224-234
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• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.

• 유체기계공업학회:학술대회논문집
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• 2004.12a
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• pp.297-302
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• 2004

CFD analysis has been performed to investigate flow behavior in LP exhaust hood of steam turbines and evaluate exhaust loss, which is directly related to the steam turbine performance, in it. Development of the optimum shape of LP exhaust hood has been done with an improved shape of steam guide, which plays a key role in terms of cost as well as performance. The newly developed LP exhaust hood will be applied for a large USC steam turbine having a capacity of 1,000 MW.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.209-210
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• 2013

본 연구의 목적은 공학에 대한 흥미, 태도, 성취가 낮은 여학생에게 공학 경험을 제공함으로써 공학 분야의 여성 인재를 양성할 수 있는 계기를 마련하기 위한 공학 중심 STEAM 프로그램의 틀을 설계하는 데 있다. 이를 위하여 여학생의 특성을 분석하고 여학생 친화적인 환경을 구축하였으며 여학생 친화적 환경에 부합하는 e-textile이라는 도구를 활용하여 STEAM 교육 프로그램을 설계하였다. 교육 프로그램은 학습자가 직접 참여할 수 있도록 Learning by Doing, Learning by Design의 전략을 사용하도록 하였으며 교육 프로그램 전 과정을 학습자 스스로 창의적인 사고를 바탕으로 문제를 해결해나가도록 하고 교사는 조력자, 안내자 역할을 할 수 있도록 하였다.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.75-90
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• 2014

The purpose of this study was to explore the characteristics of STEAM program developed and implemented by two docents and its educational impact for the use of natural history museum. Two docents developed this program with the help of science educators who ran five times of workshop during five months. The STEAM program implemented in the natural history museum demonstrated the following characteristics. The exhibitions in museum were reached by visitors only for learning science concepts (S) out of five components in STEAM. The other components, T (technology) and E (engineering), were delivered through lectures in the room, not exhibition hall. M (Mathematics)was achieved by guessing the animal's size, or calculating the walking or running speed with the clue of foot prints. The three phases of STEAM program (presentation of context, creatively design the investigation, and emotional touch) were explicitly implemented but partially successful. Two docents participating in this study responded that they formed new or extended the understandings about STEAM education, but they had the difficulties in implementing STEAM program for various type of visitors. All visitors who participated in this study displayed the favorable responses in educational impact by STEAM program in natural history museum. The heavier emphasis on E and T of STEAM program is recommended through community-based learning. In addition, educator professional program through which docents can bridge theory into practice is suggested for revitalization of STEAM education.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.291-301
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• 2023

In this study, the STEAM elements and convergence types which appeared in the creative and convergent activities in authorized elementary school science textbooks for 5^th and 6^th graders were analyzed. For this study, creative and convergence activities presented in 9 different science textbooks for 5^th and 6^th graders were selected and the STEAM elements and convergence types were analyzed by each publisher, grade-semester, and science field. The results of this study are as follows. First, there was a large variation by publisher in the total frequency of STEAM elements and the frequency of each element in creative and convergence activities. Second, the ratio of convergence type consisting of two elements was very high, and the higher the number of fused elements, the lower the ratio appeared in overall. Third, the art (A) element had the highest frequency in all grade-semesters, and the technology (T), engineering (E), mathematics (M) elements differed in the distribution of frequency by grade-semesters. Fourth, the engineering (E) element in the 'integration' field, and the art (A) element in the fields of 'movement and energy', 'material', 'earth and universe', and 'life' had the highest frequency.