• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.479-488
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• 2019

The purpose of this research is to derive competencies necessary for students with future convergent STEAM talents, and to explore ideal student images, teaching-learning strategies, evaluation methods, and teachers' competencies and their training methods for future schools developing students' competencies. In order to figure out the features of the future schools, 25 experts from related fields, including in-service teachers, administrators, and college students in science and technology, participated in a future workshop. According to the results, students with future convergent science and technology talents are expected to have flexible thinking and creative thinking competencies to solve problems in innovative ways rather than traditional ways. In other words, it takes the power to accept and accommodate unexpected situations and solve problems appropriately in those situations. To cultivate such competencies, therefore, future schools should also be flexible and proactive. Rigid schools delivering knowledge-based information make it impossible to cultivate flexible and creative talents. Future schools should change into leaner-centered project-based classes so that students can naturally cope with various situations and solve large and small problems, and prepare assessment systems that can provide feedback based on the student's performances rather than achievement standards.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.157-160
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• 2013

현대 사회는 과학 기술적 지식뿐만 아니라 창의성과 예술적 감성을 겸비한 융합 인재를 필요로 하고 있다. 이에 교육과학기술부는 STEAM 교육 강화를 발표하였고, 대학과 각급 학교에서 STEAM 교육 실행방향에 대한 논의와 다양한 프로그램 개발이 진행되고 있다. 본 연구에서는 초등학교에서의 STEAM 교육 방안으로 릴리패드 아두이노의 활용 가능성을 검토하여 STEAM 교육 프로그램을 설계하고, 이에 대한 교육적 효과를 논의하고자 한다.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.593-603
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• 2018

In this study, we tried to develop STEAM integrated program using virtual reality(VR) equipment and to evaluate the learners' satisfaction in order to cultivate the convergent talent. The pre-test and the post-test were used to compare the mean scores of the assessed candidates and sub-areas. The post-test results were higher than pre-test results. The area with statistically significant mean height was derived as the 'self-concept' area of 'science' which is a sub-area of 'care and communication'.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.224-236
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• 2018

The purpose of this study was to develop a reasoning-based HTE-STEAM program for the development of the cognitive capacity of middle school students and enhancement of their STEAM literacy, and to investigate the effectiveness of this study in the school setting. The subjects of this study were the students of two middle schools located in the central region of Korea. The students participated in the HTE-STEAM program during their free-learning semesters and 202 of them were selected by random sampling method. Main findings were as follows: First, pre- and post-HTE-STEAM program has shown a significant value in statistical verification (p<.05) and the level of logical thinking ability of the research participants improved after the class compared to before the class. Second, the paired samples t-test comparing the difference between the pre and post scores of the STEAM attitude test has shown a significant value in statistical verification (p<.05), and the HTE-STEAM program has turned out to have a positive effect on the STEAM literacy of the research participants. Third, in the HTE-STEAM satisfaction scale test, the mean value of the sub-construct stood at 3.27~4.12, showing a positive overall response. Therefore, the HTE-STEAM program under the topic of earth science of 'Disaster and Safety' developed at the final stage of this study has proven to have a positive influence on the research participants in terms of the development of cognitive capacity by reasoning and collaborative learning, an important quality of communication and consideration necessary for STEAM literacy.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.746-759
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• 2016

The purpose of this study was examine the effects of STEAM(Science-Technology-Engineering-Art-mathematics) activities on young children's scientific process skill ability and problem solving ability. Subjects were 34 five-year-old young children from S and H child care centers located in G city. Subjects were divided into an experimental(n=17) and a control group(n=17). The experimental group took part in the STEAM activities during 8 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 scientific process skill ability. Second, the experimental group showed significantly higher score than the control group in total problem solving ability. These findings suggest that the experience of STEAM activities for young children can be effective teaching-learning methods for young children's scientific process skill ability and problem solving ability.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.18 no.1
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• pp.105-111
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• 2018

STEAM and S / W education in public education are effective in fostering talented people and the talents of the 4th industrial revolution era. It is necessary to expand the teachers for this purpose, to find out and apply various learning materials, and to improve education environment for fusion talent education. An open learning platform is effective in reducing private education costs and supplementing public education. Especially, it is useful for flip learning combined with classroom (off-line). In this case, teacher's role can be transformed into active teaching activities and research activities, which can speed up normalization of public education and reduce private education.In particular, the core functions of the MOOC platform for elementary education are 'creative instructional design and contents development function', 'digital teaching and learning curation', 'big data based learner customization', 'learning participation' flip learning and social Learning function.Through this study, it is expected that discussion on the introduction of MOOC for career and admission education for adolescents including elementary education will be established and the Korean youth MOOC platform will be developed and developed as a global advanced model of education democratization.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.215-217
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• 2013

21세기 지식 정보 사회에서는 다양한 학문 분야의 영역을 넘나드는 융합적이고 창의적인 사고를 하는 통섭적인 인재가 필요하다. 이에 우리나라에서는 STEAM 교육을 강화하고 있는 추세이고 관련된 연구도 활발히 이루어지고 있다. 그러나 대부분 과학중심의 STEAM 교육이 이루어지고 있는 실정이다. 예술을 통해 얻는 교육적 가치를 고려해 볼 때 STEAM 교육에서 예술을 보조적 수단으로 여기는 경향은 개선되어야 한다고 생각한다. 이에 본 연구에서는 스크래치와 로봇을 활용한 예술 교과 중심의 STEAM 교육 프로그램을 설계하고자 한다.

• Journal of Science Education
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• v.36 no.2
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• pp.354-368
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• 2012

The purpose of this study was to explore the direction of application and quality management plan of science curriculum of elementary and middle school according to the 2009 revised curriculum. In order to do this, nationwide survey was administered. The subject was 126 elementary school teachers and 88 middle school science teachers. It was founded that teachers had negative opinion on the introduction of the grade cluster system. They considered that it was appropriate to link the contents of Science subject with Practical Arts(Technology Home Economics) subject by similar topic. Science classes were implemented without changing the number of class hours in most schools. They recognized the necessity of differentiated instruction in science classes, but they seldom applied the differentiated instruction. And they suggested that the teaching-learning materials, evaluation materials and contents be provided to apply the STEAM. This study designates the following strategic supports for the effective implementation of 2009 revised science curriculum; 1) the science teachers training program to provide useful information for understanding and teaching the 2009 revised science curriculum, 2) the teachers' community in the school, 3) the development and provision of the feasible STEAM plans.