초등학교 환경과 에너지 교육을 위한 STEAM 프로그램의 개발과 적용 - 3학년을 중심으로
The Development and Application of the STEAM Program for Environmental and Energy Education - Focused on 3th Grade -
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The purpose of this study was to investigate the effects of the STEAM program for environmental and energy education related affective domain of 3th grade at elementary school. The participants were divided into an experimental group which is consisted of 50 students and a comparative group comprised 50 students of third grade. And they were engaged in different teaching and learning methods during 24 class hours. The experimental group participated in the STEAM program, the comparative group was thaught by using a traditional instruction. The results of this study were as follows. The STEAM program for environmental and energy education had a positive effect on elementary school students’ affective domain such as critical thinking, motivation, attitudes toward science or interest. Also the STEAM program was effective the teachers satisfied to teach in the STEAM lessons. In conclusion, this program is effective to gain affective domain such as critical thinking, motivation, attitudes toward science or interest, and more studies on developing environmental and energy education program are needed.
Abstract
The purpose of this study was to investigate the effects of the STEAM program for environmental and energy education related affective domain of 3th grade at elementary school. The participants were divided into an experimental group which is consisted of 50 students and a comparative group comprised 50 students of third grade. And they were engaged in different teaching and learning methods during 24 class hours. The experimental group participated in the STEAM program, the comparative group was thaught by using a traditional instruction. The results of this study were as follows. The STEAM program for environmental and energy education had a positive effect on elementary school students’ affective domain such as critical thinking, motivation, attitudes toward science or interest. Also the STEAM program was effective the teachers satisfied to teach in the STEAM lessons. In conclusion, this program is effective to gain affective domain such as critical thinking, motivation, attitudes toward science or interest, and more studies on developing environmental and energy education program are needed.
참고문헌 (27)
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