고등학교 통합과학 교과서에 제시된 창의ㆍ융합 활동에 대한 STEAM 비교 분석

Abstract

This study was performed to show STEAM educational contents that it is properly reflected to be helped a balanced cultivation for creative and convergent thinking ability by curriculum demand in Integrated Science textbooks that are published according to 2015 revised science curriculum. For those, first of all we extracted creative and convergent activities from five different textbooks, and then did comparative analysis STEAM learning contents of each textbook according to four the criteria of analysis (convergent type of STEAM subject element, type of topic, type of context, type of activity). As a results from convergent type of STEAM element in total five textbooks, there was showed that convergent form of two subject element(S+TE and S+A) is 67.6%, and convergent form of three element(S+TE+A and S+A+M) is 29.7, and convergent form of all four element is only 2.7%. Therefore, there was showed that it is necessary to develop the material of creative and convergent activity more than convergent form of three subject element. As a results from type of topic, there was showed that it was many difference each textbook. In total five textbooks, the convergent form of science and art was presented extremely much as 54.1%, and the convergent form of title was presented 18.9%, and the application form of life surrounding products and the application form of high-tech products was presented the lowest as 13.5% respectively. Therefore, there was showed that it is necessary to develop the those materials. As a results from type of context, the learned context was presented extremely much as 56.8%, and the international context was presented 18.9%, and the social context was presented the lowest as 8.1% in total five textbooks. Therefore, there was showed that it is necessary to develop the material of social context type. As a results from type of activity, there was showed that it was many difference each textbook. In four textbooks except MR textbook, there was centralized either theme-centered or the design-centered activity. And the problem-centered activity was presented very low as 13.5% compared with the other activity. Therefore, there was showed that it is necessary to develop the material of problem-centered activity type.