초⋅중등학교 학생의 STEAM 문제해결력 평가 도구의 개발
The Development of Assessment Tools to Measure STEAM Problem Solving Abilities for Elementary and Secondary School Students
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초록
본 연구의 목적은 초⋅중등학교 학생들의 STEAM 문제해결력을 측정하기 위한 타당하고 신뢰로운 검사 도구를 개발하는데 있다. 이를 위해 먼저 STEAM 문제해결력이 무엇인지를 선행 연구를 바탕으로 정의하였으며, 이정의에 따라 STEAM 문제해결력 평가틀을 사고력, 설계와 실행, 융합적 소양의 3가지 측면으로 구성하였다. 이평가틀에 따라 보행도로, 환경오염, 엽록체 이식, 화성 탐사의 4가지 주제로 문항을 개발하였다. 또한 개발된 문항의 예비 투입을 통해 평가 영역, 채점 준거를 수정 및 확정하였다. 개발한 문항을 적용해 본 결과 STEAM 문제해결력 검사지의 난이도와 변별도는 대체적으로 적절하였다. 또한 STEAM 교육을 받은 집단이 그렇지 않은 집단에 비해 초등학교에서는 환경오염 주제, 중학교에서는 엽록체이식 주제, 고등학교에서는 보행도로와 화성 탐사 주제에서 유의미하게 높은 성취도를 보였다. 따라서 개발한 검사지가 학생들에게 인지적 부담이 크지만 STEAM 문제해결력을 평가하기에 적합한 검사지라고 판단된다. 현재우리나라에서 STEAM 교육이 시행되고 있지만 STEAM 교육의 결과를 확인할 수 있는 적합한 융합적 문제해결력검사도구가 없음을 고려할 때, 본 연구에서 개발한 검사도구는 STEAM 교육의 성취 결과를 평가하는데 현장에서 유용하게 활용될 것으로 기대된다.
Abstract
The purpose of this study was to develop an assessment tool to measure the STEAM problem solving abilities of elementary and secondary students. Three key aspects of STEAM problem solving ability were identified through a survey of prior research: thinking ability, engineering design and execution, and integrated competency. Following this assessment framework, four test items were developed: design of pedestrian path, environmental pollution, chloroplast transplantation, and Mars exploration. We also developed the evaluation criteria and the scoring scheme and conducted a pilot study to test validity and reliability. The pilot study results suggested that item difficulty and discrimination of items were generally acceptable. In addition, there were significant differences in test scores for environmental pollution among elementary school students, for chloroplast transplantation among middle school students, and for designing pedestrian path and Mars exploration among high school students, respectively, favoring students who received STEAM education. These results suggested that the items we developed are suitable to evaluate STEAM problem solving ability, even though they might be cognitively challenging to students. Given the lack of measures of integrated problem solving ability in Korea where STEAM education has been implemented, we hoped to offer a useful assessment tool to evaluate the impact of STEAM education on problem solving skills.
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