• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.

• Proceedings of the KSME Conference
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• 2003.11a
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• pp.414-419
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• 2003

In the recent TROI experiments, melts of zirconia and two different compositions of corium were used to observe the occurrence of a steam explosion when it came into contact with water at two different depths. The compositions of the corium were 70 : 30 and 80 : 20 in weight percent of $UO_{2}$ and $ZrO_{2}$, and the mass of the corium was about 10kg. The depth of water in the interaction vessel was 67cm and 130cm. A steam explosion did not occur in the interaction between 80 : 20 corium melt and water at 130cm depth, while steam spikes were observed in the interactions between corium melts of two different compositions and water at 67cm depth. A strong steam explosion occurred in the interaction between 5.43kg of zirconia melt and water at 67cm depth. This fact shows that the explosivity of zirconia is much greater than that of corium.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.213-224
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• 2014

STEAM learning, which combined software with hardware, can greatly increase algorithm improvement, problem-solving skills, integrated thinking ability etc. and can ultimately improve learning attitude and academic achievement. In this study, we developed STEAM learning model so that 6th graders who can fully understand the basic concept of programming can learn subject contents of national textbooks (5 kinds) with programming that combined six sensors attached Sensor_board with Scratch and applied it to 6th grade class and analyzed the results. As a result, the STEAM learning tool that combined Scratch with Sensor_board was analyzed to be suitable for most elementary school students to be evaluated. In the achievement evaluation of learning, 39.5% of students obtained more than 7 points out of perfect 10 in the average achievement level of 5 subjects so most students evaluated were analyzed to obtain satisfactory achievement. Therefore, STEAM learning using Scratch and Sensor_board, hardware is considered to be more effective than existing software-centered ${\times}$learning using only software.

• Proceedings of the KSME Conference
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• 2005.11a
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• pp.96.2-96.2
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• 2005

• Proceedings of the KSME Conference
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• 2005.11a
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• pp.100.2-100.2
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• 2005

• Proceedings of the Korean Nuclear Society Conference
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• 2003.05a
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• pp.190-190
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• 2003

• Proceedings of the Korean Nuclear Society Conference
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• 2004.05a
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• pp.171.2-171.2
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• 2004

• Proceedings of the Korean Nuclear Society Conference
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• 2002.10a
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• pp.183-183
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• 2002

• Proceedings of the Korean Nuclear Society Conference
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• 2003.10a
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• pp.185-185
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• 2003