• 대한공업교육학회지
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• v.38 no.1
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• pp.195-219
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• 2013

The purpose of this study was to develop a Educational programs for cultivating of intergrative thinking person. For the study, various literature researches were reviewed intensively about STEAM, STEM, robot, new materials, space exploration. As the process of the Study, the strategy for educational program development, workbook for students and instructional Guide for teacher were developed. The workbooks and instructional guides were tested by pilot test. And the interviews with students and teachers were feedback. The result of the feedback, the programs for the 10 educational Programs for cultivating of intergrative thinking person were developed. Based upon the conclusion of this study, the theoretical rationale of educational program for cultivating of intergrative thinking person was presented. Finally, the application method of this study and subsequent studies for effectiveness vertification were proposed.

• Journal of Science Education
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• v.39 no.3
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• pp.358-375
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• 2015

The purposes of this study were to investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. The research questions are as follows: (1) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (2) To analyze policy implications for an improvement in STEAM. The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers' perspectives towards STEAM. They further urge a tight cooperation between departments of the government related with STEAM.

• Journal of The Korean Association For Science Education
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• v.7 no.2
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• pp.89-95
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• 1987

Historically, one of the most famous and endless controversies in science and science education is on the origin of life. Since 1859, when the 1st edition of 'On The Origin Of Species' written by Charles Darwin had been published in London. evolutionism had the support of the public and scholars Creationists. however, argue recently that the scientific creationism is supported by the vast geological, biological, palaeontological biochemical and even astronomical evidences. Strong arguments of creationists stirred up the sharpening critiques of evolutionists. In this paper. the author summarizes three recent evolutionary critiques on creationism and refutes them from creationist view. After examing the critiques. we find that they are not based on the decisive evolutionary evidences but considerable conjectures And we show that the majority of critiques stem from the lack of communication in the academic communities.

• The Mathematical Education
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• v.59 no.1
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• pp.1-15
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• 2020

In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.101-110
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• 2014

The upcoming 'creativity society' beyond the knowledge information era requires 'knowledge producers' being capable of expressing their own ideas creatively, rather than 'knowledge consumers'. These days, in the computing environment, physical computing tools which support learners' productive activities beyond their simple function of operating computers are emerging. Among them, Raspberry Pi is exemplary. The computing PC worthy $35 is economic and supports implementation of interactive physical system through the H/W and programming control to detect and respond to the analog world. As a fundamental study of educational application of Raspberry Pi at elementary school and Raspberry Pi, this work was to look into characteristics, advantages and disadvantages, and application examples of the computing tool. Also this researcher conducted a survey with teachers in field to investigate the suitability of Raspberry Pi as a tool in the category of 'understanding of information devices and to explore their awareness of Raspberry Pi. As a result, it was analyzed that Raspberry Pi was a learning tool to support about 74% of educational contents and that teachers showed positive replies in all categories of the survey of their awareness.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.2
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• pp.43-52
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• 2013

This study aims to theoretically examine the educational and living elements that are needed for social education in the school system and suggest an approach to apply this result to the environmental aspects of the space in schools. To do this, characteristics of space in exemplary middle school oversee were analyzed. Also, the characteristics and status of the school space environment that foster socialization were examined. In order to increase students' social skills, the following community space should be considered. 1) teaching and learning spaces facilitating a variety of teaching methods, such as lecture, discussion, seminar classes, 2) open-spaces for communication among students, such as home base, hall, library, museum, and restaurant, 3) open-spaces for STEM education, 4) transparent windows located in the boundary wall between classrooms and hallways, 5) a large performance stage for presentation of student activities and experiences, 6) smart-learning spaces for fluent ICT system in classes and in public spaces, 7) restaurants and libraries located in the middle space of the school, and 8) ecological environments for student learning.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.915-927
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• 2013

This study aimed to discover the affective ability of students by applying a thematic project model concerning the marine field unit of science for third grade middle school students from among diverse methods of realizing STEAM education. Also, based on this, STEAM education is a new type of learning including the process of exploring by oneself, presenting, discussing and mutually evaluating by becoming an independent person in learning As the results of the study are as follows: First, the STEAM class applied with a thematic project model was discovered to promote a learning attitude toward science by learners. Second, the STEAM class applied with a thematic project model was shown to be effective in improving the self-directed learning characteristics of learners. Third, STEAM education applied with a thematic project model was found to promote learners' motivation for learning science. This may be an effective method for learners who have felt difficulty in the science curriculum or have not been interested in the curriculum by triggering voluntary motivation.

• Research in Mathematical Education
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• v.27 no.1
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• pp.25-47
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• 2024

Mathematical modeling activities are gaining popularity in K-12 mathematics education curricula worldwide. These activities serve dual purposes by aiding students in making sense of real-world situations intertwined with social justice while acquiring mathematical knowledge. Despite efforts to prepare teacher candidates for instructing in mathematical modeling within a single country, little attention has been given to teacher candidates' approaches to mathematical modeling on a social justice issue from different countries. This article employs an in-depth, small-scale comparative study to examine the approaches of U.S. and Korean teacher candidates in solving a justice-oriented mathematics task. Our findings reveal that, although both U.S. and Korean teacher candidates identified certain variables as key when constructing a mathematical model, Korean teacher candidates formulated a more nuanced model than U.S. candidates by considering diverse variables. However, U.S. teacher candidates exhibited a heightened engagement in linking the task to social justice issues, whereas Korean teacher candidates barely perceived real-world problems in relation to social justice concerns. This study serves as a valuable tool to inform the roles and limitations of teacher education programs, shaped within specific educational contexts.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.321-330
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• 2014

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.3-19
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• 2021

This study aimed to introduce a case study of a basic engineering design course using the ENACT model for fostering social responsibility of engineers, and to investigate the educational effects of the course. Since the ENACT model was designed to encourage STEM college students to pursue responsible problem solving based on their understanding of socioscientific issues, we assumed that it would be beneficial for engineering students to foster their social responsibility as well as their understanding of science/engineering-related issues. A total of 49 engineering students who enrolled in the course participated in the study. Data included students' course artifacts, reflection papers, and responses to survey questionnaires. Results indicated that the students became more aware of nature of science and technology after the program, and began to solve the problems while considering the views of multiple stakeholders. They highly valued the experience of communicating with others as engaging in the civic activities. They also expressed high satisfaction and feeling of achievement on the course learning. We expect the ENACT model to be an effective teaching guideline that fosters the social responsibility of engineering students and furthermore, engineering ethics.