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수생생물에 대한 STEAM 수업이 초등학생의 창의적 문제해결력, 기초 탐구 능력, 정의적 영역에 미치는 영향

The Effect of STEAM Lessons concerning the Aquatic Organisms on Elementary Students’Creative Problem-Solving Ability, Basic Scientific Process Skills and Affective Domain

최영미|홍승호|양지혜
한국생물교육학회 (The Korean Society of Biology Education)|2016.12|생물교육 (BIOLOGY EDUCATION)|제44권 제4호|pp. 597-610|DOI 10.15717/bioedu.2016.44.4.597

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키워드

affective domaincreative problem-solving abilitySTEAM programscientific process skillsaquatic organisms
주제분류교육학

초록

This study was designated to investigate the effect of STEAM lessons in regard to the aquatic organisms, and the authors especially focused on improvements in creative problem-solving ability, basic scientific process skills and affective domain of elementary school students. The STEAM program was based on objectives and scientific knowledge from units ‘The Animal Life’ and ‘The Plant Life’, belong to 3rd to 4th grades level of 2009 revised national science curriculum in Korea. Being integrated to the STEAM program whose theme was ‘How can organisms float on water?’, other subjects such as Korean, Arts and Mathematics were used to complement the lessons. To collect quantitative data, forty four 4th grade students were divided into two groups, an experimental group and a control group, also the students were participated in both pre-test and post-test on creative problem-solving ability, basic scientific process skills and affective domain. The experimental group was engaged to take the developed STEAM program for eight periods of classes, whereas the control group was taught with text books of the same scope. Results revealed that the STEAM lessons concerning animals and plants in the aquatic environment contributed to improve the elementary students’ creative problem-solving ability, basic scientific process skills and affective domain. Each total average score of the domains was significantly different, though some sub-factors were not. Instructional supports to teach the relationship between organisms and living environments during the STEAM lessons might be helpful to learners. They can provide ample opportunities for learners to understand life because animals and plants have similarities and differences at the point of adaptation.

Abstract

This study was designated to investigate the effect of STEAM lessons in regard to the aquatic organisms, and the authors especially focused on improvements in creative problem-solving ability, basic scientific process skills and affective domain of elementary school students. The STEAM program was based on objectives and scientific knowledge from units ‘The Animal Life’ and ‘The Plant Life’, belong to 3rd to 4th grades level of 2009 revised national science curriculum in Korea. Being integrated to the STEAM program whose theme was ‘How can organisms float on water?’, other subjects such as Korean, Arts and Mathematics were used to complement the lessons. To collect quantitative data, forty four 4th grade students were divided into two groups, an experimental group and a control group, also the students were participated in both pre-test and post-test on creative problem-solving ability, basic scientific process skills and affective domain. The experimental group was engaged to take the developed STEAM program for eight periods of classes, whereas the control group was taught with text books of the same scope. Results revealed that the STEAM lessons concerning animals and plants in the aquatic environment contributed to improve the elementary students’ creative problem-solving ability, basic scientific process skills and affective domain. Each total average score of the domains was significantly different, though some sub-factors were not. Instructional supports to teach the relationship between organisms and living environments during the STEAM lessons might be helpful to learners. They can provide ample opportunities for learners to understand life because animals and plants have similarities and differences at the point of adaptation.

참고문헌 (39)

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관련 논문AI추천

주변의 생물을 주제로 한 STEAM 프로그램이 초등과학 영재학생에게 미치는 영향최영미, 홍승호한국생물교육학회 · 생물교육2013 · 제41권 제4호초등과학‘작은 생물의 세계’단원에 대한 STEAM 프로그램 개발 및 적용 효과최영미, 홍승호한국초등과학교육학회 · 초등과학교육2013 · 제32권 제3호초등과학 영재를 대상으로 한 생태계 관련 STEAM 프로그램이 창의적 문제해결력 및 과학적 태도에 미치는 영향우용배, 홍승호한국생물교육학회 · 생물교육2017 · 제45권 제1호융합인재교육(STEAM)을 적용한 초등과학수업이 창의적 사고와 정서지능에 미치는 영향김성길, 김진수, 김해진, 배진호, 소금현, 오동주, 윤봉희, 이경래, 이종화, 한국인한국초등과학교육학회 · 초등과학교육2014 · 제33권 제4호융합 인재 교육(STEAM)을 적용한 과학수업이 초등학생의 창의성과 과학 관련 태도에 미치는 영향이시예, 이형철한국초등과학교육학회 · 초등과학교육2013 · 제32권 제1호생물의 양분 생성과 수송을 주제로 한 STEAM 프로그램의 개발 및 적용 효과양지혜, 최영미, 홍승호한국생물교육학회 · 생물교육2016 · 제44권 제3호

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