• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.401-420
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• 2015

The purpose of this study was to perform a comparative analysis of the research trends in STEAM education in gifted education and suggest educational implications to improve the current STEAM education for the gifted. The results were as follows. First, STEAM education has been increasing in the past couple of years and gifted and talented education took up relatively high proportion of it. This demonstrates that gifted education closely related to creative and versatile individuals plays a leading role in STEAM education. Second, researches on STEAM education and STEAM education for the gifted targeted elementary school students the most. Third, researches on the development of STEAM program for the gifted have been mainly addressing science-oriented convergence programs. Among them, programs including all the five combined factors(Science, Technology, Engineering, Arts and Mathematics) were the most common. In terms of learning types, a criterion-referenced teaching-learning model has been developing and there were diverse learning types which applied teaching-learning models tailored to characteristics of a gifted child. The researches related to STEAM programs'application effects on creativity were most dominant.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.205-213
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• 2019

Since 2011, when the Korean government initiated STEAM education in schools, many STEAM programs have been developed and many researches on STEAM education have been published in Korea. This meta-analysis examined the effectiveness of STEAM education by calculating effect sizes using statistics from 177 studies that reported their efforts in examining the effectiveness of STEAM programs. The findings of this study are the followings: 1)the total mean effect size of STEAM education is above medium level(effect size=.69). 2)Mean effect sizes of all four effect factors are above medium level, .58-.74. Mean effect sizes are .65 for STEAM interests, .74 for STEAM capacity, .63 for STEAM academic achievement, and .58 for STEAM careers. 3)The mean effect size of STEAM education in middle schools is significantly higher than in other school levels. This result suggests that STEAM education is more effective in middle schools.

• 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 Digital Convergence
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• v.13 no.2
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• pp.333-341
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• 2015

The purpose of this research is to study possibilities of animation education in art centered STEAM. We suggest not the animation education contents model of a functional skills of the past but the one for STEAM. In order to suggest the role of animation education, we should first study the convergence values of animation. And this study make a curriculum of animation for the creativity by convergence thinking. Finally, this study build the animation class model applied in STEAM by Fogarty's integrated education method. By studying, we can get the result that animation has the convergence characteristics and it has the effective role of art centered STEAM education for the convergence thinking. Also, it is expected that the results of this study will contribute to education and training of convergence of the global talent with creativity in STEAM.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.17-25
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• 2017

The purpose of this study is to investigate the impact of logical thinking when applying STEAM program for middle school students. Therefore, you're creative, framework governing the conditions and be present, creative design of the emotional experience of class under the procedures of the program from a program by previous studies. STEAM improve program is entirely logical thinking to determine that 47 2nd grade in middle school student radio sampling four weeks, six round of poetry classes. Awareness stage after the program STEAM improved but there was little change in logical thinking and appears to be effective, particularly in conservation, combined logic.(p<0.05)

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.755-765
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• 2019

This study aims to develop the scales to measure the innovation configurations of Science. Technology, Engineering, Art and Mathematics (STEAM) from the perspective of elementary school teachers and investigates the effect of the innovation configurations and related environmental factors on the usage levels of STEAM based on the newly developed scales for the innovation configurations of STEAM. The scales for the innovation configurations of STEAM are based on analyzing the various previous studies and in-depth interviews and consist of four sub-configurations: The 'Preparation,' 'Design,' 'Implementation,' and 'Evaluation.' The innovation configurations of STEAM was investigated with the developed scales through 266 teachers who are leading STEAM school teachers, are involved in STEAM research group, or are implementing STEAM in general schools. The final 19 questionnaires for the scale of the innovation configuration of STEAM are confirmed with exploratory factor analysis and reliability analysis. In order to examine the relationship between the innovation configurations and levels of use, the direct relationship between four sub-configurations and the usage levels of STEAM and the effect of environmental factors on the innovation configuration and the usage levels of STEAM have been conducted and their interactions are considered. The results show that 'Implementation' in the innovation configurations of STEAM and 'STEAM training experience' are most important factors to improve the usage levels of STEAM for elementary school teachers. It implies that the scales are very helpful in improving as well as figuring out the current innovation configurations of STEAM.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.333-352
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• 2022

This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.04a
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• pp.1406-1409
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• 2012

최근 학문간 융합을 통한 STEAM 융합인재교육에 관한 연구가 활발하게 진행되고 있다. STEAM 교육은 과학, 기술, 공학, 예술 그리고 수학의 학문 영역을 유기적으로 융합하여 차세대 학습자들이 미래 사회에 필요한 핵심역량을 높일 수 있도록 하는 교육방식이다. 국가적인 차원에서 창의적인 융합인재를 위한 미래형 과학기술 교육을 중요하게 여기고 있으며, 과학기술 교육 패러다임에 변화를 기대하고 있다. 따라서 본 연구에서는 융합형 인재양성을 위한 집단지성 기반의 STEAM 교육 방안을 연구하고, 학습자의 과학기술에 대한 흥미와 이해를 높이고 융합적 사고와 문제해결 능력을 배양하기 위한 지능로봇 교육과정을 제시한다. 또한 집단 학습자들 간의 교육 적용 사례를 소개하고, 학습자의 만족도 분석을 통하여 검증하였다. 향후 본 연구의 결과로 집단 학습자의 학습 성취도를 향상시키고, 융합형 과학기술 인재양성 교육방안으로 발전하기를 기대한다.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.81-91
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• 2014

STEAM education has been introduced to resolve the existing problems of science education since 2011. However, as ICT develops rapidly, the future of the schools with various educational technologies is demanding for a new type of STEAM education. Therefore, the current research suggests CT-STEAM (Computational Thinking & STEAM) education, the new approach to provide integrated thinking based education with all sorts of computing devices. Firstly, the instruction model was developed as a fundamental step to introduce CT-STEAM in the real education scene. Then, lesson plan was developed as a implementation strategy, and it was tested for validity by computer education experts. It is hoped that the results of this study can enhance the understanding of CT and STEAM Education, also to provide baseline information to develop various teaching methods for integrated CT education.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.703-728
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• 2014

This study academically examined about whether STEAM education is really needed, as part of the convergence-style gifted education for training a producer in creative knowledge, through the documentary and Delphi survey. Based on the results, it developed STEAM education materials available for being applied to the domestically gifted education field, and examined the field applicability of the developed program. As a result of surveying validity and class satisfaction, the STEAM education materials of having been developed through this study were indicated to be useful in the aspects of the appropriateness for teaching-material composition, the learning satisfaction, and the promotion in the convergence-based thinking ability. The currently domestic situation is in being short of fundamental discussion about necessity or direction of STEAM education for gifted student, compared to an effort for emphasizing and activating policy of convergence-based education focusing on STEAM. Hence, the outcome of this study, which was performed on the basis of basic research on STEAM education for the gifted student, has significance in the aspect as saying of expanding applicability of STEAM education as the gifted education program.