• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.35-55
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• 2013

The purposes of this study were to development and verify the effect of educational program apply on STEAM for the mathematical prodigy. To accomplish these purposes literature review on development of the program and qualitative study were conducted. The mixed-model design was applied for this qualitative experimental study. The conclusions of this study were as follows. First, the program for mathematical prodigy education applied on the conceptual model of STEAM integration approach was developed. Second, a learning satisfaction about constitution of the workbook was lowly. Third, principal of STEAM was the best interest and difficult of the program applied on STEAM. Fourth, the creativity and problem solving ability was founded about angle and velocity of mathematical domain and making the Angrybirds Game on GeoGebra environment. In spite of difficulty about principal of the Angrybirds Game, confidence and satisfaction were founded about a result product.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.27-39
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• 2019

The purpose of this study is to develop a STEAM program for teaching climate change through CLAMP (Climate-Leaf Analysis Multivariate Program) paleoclimate inquiry in connection with high school 'Integrated Science' subject. In order to do so, we analyzed the 2015 revised national curriculum and science textbook in terms of the PDIE instructional design model, and developed the teaching-learning materials for 10 class hours through expert panel discussion and pilot test. According to the STEAM class procedure, in the situation presentation stage, the fossil leaves were collected from the dicotyledon plants near school, and the LMA (Leaf Margin Analysis) climate inquiry activity. was presented as the learning goal. During the creative design stage, students were taught about geology and leaf fossils in the study region, and CLAMP input data (31 characteristics of morphotype and leaf architectural of fossil leaves) were given. In the emotional experience and new challenge stage, we collected leaf fossils for outdoor learning, explored paleoclimate with CLAMP method, and promoted climatic literacy in the process of discussing tendencies and causes of Cenozoic's climate change. The validity of the development program was assessed (CVI .84) as being suitable for development purpose in all items through the process of establishing reliability among expert panel. In order to apply the program to the high school, a pilot test was conducted to supplement the discrepancies and to review the suitability. The satisfaction rate of the participants was 4.48, and the program was complemented with their opinions. This study will enable high school students to have practical knowledge and reacting volition for climate change, and contribute to fostering students' climate literacy.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.875-883
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• 2018

This study examined overall effect of STEAM programs on student learning through meta-analysis of journal articles published for the past six years. We examined the areas of effects that the research tested and analyzed overall effect across the research. We first identified academic journal articles that utilized quasi-experimental design in examining STEAM effects on student learning and presented appropriate data for meta-analysis such as effect size. A total of 63 articles were identified to be appropriate for meta-analysis. Using R packages, we first identified outliers and eliminated them in the analysis of mean effect size. Thus, 172 effect sizes from 60 studies were analyzed. The results showed that the mean effect was medium (effect size = 0.52). Analysis showed that moderators of the effect were affective measures, thinking skills, character measures, and career aspirations, which meant the studies that measured these variables had more effect than achievement measures. On the other hand, the school level (elementary, middle, and high school), the absence or presence of student products as program requirements, hours of intervention, and sample size did not moderate the effect. Thus, regardless of these variables STEAM programs produced medium effect in general. Based on these results, further research areas and topics are suggested.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.417-420
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• 2013

Teaching and learning through games which arouses interest in learning not only lessens a burden of a learner but also labors for Academic Achievement. and for the sake of enhancing convergence of thinking and problem solving abilities as well as raising interest and understanding in science and technology, Steam teaching which is mainly made of research and experimental activities is emphasized on. This paper which makes use of crayon physics has developed Steam program it was mainly applied to science for the first year of junior high school [strength and motion] which for learners of each team is made of four steps eight time in total. At each step learners can understand principle of strength and motion, especially at the step of finding principle of science through games can personally solve the game in cooperation with the leaners of a team and find principle of strength and motion which is to be applied to solving the game. By personally designing and making new games learners can enhance the ability of convergence of thinking. It is expected that the program developed in this paper can enhance imaginativeness of thinking and interest in science which lead to affirmative changes.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.105-114
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• 2015

A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.421-444
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• 2014

In STEAM education, contents that has been extracted from a variety of areas, so it can work closely and systematically. Therefore STEAM education requires systems thinking that can be grasped effectively these different disciplines. The purposes of this study are to develop a STEAM program based on systems thinking, and apply the program to the secondary science gifted student in order to investigate the educational effect. A model of the Program developed from previous research and theoretical contents of systems thinking and STEAM. A draft of the STEAM program was developed on the theme of "rocket". A total of 113 students was participated in this study. 100 seventh and 13 eighth graders were enrolled at seigy. A single group pre-post test paired t-test was conducted on them in systems thinking skills. Result of applying the program to the students as follows. The systems thinking ability was improved after the application of the program. 'Mental Model', 'Personal Skill', 'Team Learning', and 'System Analysis', 'Shared Vision' emerged for both improved significantly. In conclusion, the STEAM program based on system thinking improves students' systems thinking skills. This program of results can be helpful in cultivate human resources with the problem solving ability based on system thinking and STEAM literacy by used in public education curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.1-11
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• 2015

The purpose of this study was to find out about the awareness and demands of pre-service and in-service elementary school teachers on STEAM education. For the purpose of this study, researcher administered survey questionnaires were conducted for 160 pre-service teachers and 191 in-service teachers who were sampled by convenience sampling method. The results were as follows. On the awareness and demand for knowledge and necessity on STEAM, first, on the understanding related knowledge, most respondents have heard of STEAM education(97.7%), and well aware of STEAM(91.4%) through the teacher training course(80.3%). Second, on the necessity, 60.4% respondents were located in "very necessary" and "necessary" entry. On the awareness and demand for applying STEAM, first, on the reasons of applying STEAM was to help the cognitive and affective development. Also 67.3% respondents would like to apply STEAM on their science class. The reason was necessity on STEAM, and the most suitable subject for blending with science of applying to STEAM was technology, on the other hand the most difficult subject was art. Second, on the effect of STEAM, most respondents had positive awareness on the all categories. Third, on the purpose of science education, also had positive awareness on the all categories of the purpose of science education. On the awareness and demand for blending ways of STEAM and improvements, first, on the blending ways of STEAM, topic centered blending related to real life had a majority. Second, on the improvements, to improve the STEAM education, many respondents pointed out the development of teaching and learning STEAM program and dissemination of related resources.

• Journal of Science Education
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• v.37 no.3
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• pp.562-572
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• 2013

The purpose of this study was to investigate the effects of a STEAM Project-Based Learning on the elementary students' creative problem solving, scientific achievement and class satisfaction in elementary science class. For this purpose, the STEAM based project learning for students was developed and applied. The subjects were fifth grade students at S elementary school in Incheon divided two groups : an experimental class comprising of 28 students and a comparative class of 27 students. The results of this study were as follows: First, the change in students' creative problem solving ability in the experimental group applying the STEAM Project-Based Learning has statistically meaningful difference (p<.01). Second, a scientific achievement in experimental group has statistically meaningful difference (p<.05). Third, students' satisfaction in the experimental group was 59.6% for this program. Therefore, the STEAM based project learning program applied to this study might be useful to improve the students' creative problem solving ability and achievement in science.