초등과학교육에서 차시대체형 STEAM 수업 개발 및 적용
Development and Application of a Subject Substitute STEAM Lesson in Elementary School Science Education
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
In this research, a subject substitute STEAM program was developed in context of a trend of STEAM education and a new science contents in a 2009 revised curriculum, which can replace the 2009 revised curriculum contents of 'Sound' unit in the third and the fourth grade. The developed program was taught to the 4th graders in a field. After applying the program, how students acknowledge the subject substitute STEAM program was analyzed through questionnaire. The research results were as follows. First, the subject substitute STEAM program of 3 sub programs was developed with centered around 'sound' unit for 4th graders. Second, students made a positive estimation of the STEAM program because of various activities and learning subject related to daily life. Third, they considered difficult term, necessary craft skills in creative design, understanding scientific principle and a lot of necessary time as difficulties of the STEAM program. And they also recognized that making stuff activity and learning aid material like activity sheet, picture and video helped to understand a lesson. Lastly, students had a positive thinking or negative thinking about STEAM program before they learn. But after learning the STEAM program, all of them showed their positive attitude to the STEAM program.
Abstract
In this research, a subject substitute STEAM program was developed in context of a trend of STEAM education and a new science contents in a 2009 revised curriculum, which can replace the 2009 revised curriculum contents of 'Sound' unit in the third and the fourth grade. The developed program was taught to the 4th graders in a field. After applying the program, how students acknowledge the subject substitute STEAM program was analyzed through questionnaire. The research results were as follows. First, the subject substitute STEAM program of 3 sub programs was developed with centered around 'sound' unit for 4th graders. Second, students made a positive estimation of the STEAM program because of various activities and learning subject related to daily life. Third, they considered difficult term, necessary craft skills in creative design, understanding scientific principle and a lot of necessary time as difficulties of the STEAM program. And they also recognized that making stuff activity and learning aid material like activity sheet, picture and video helped to understand a lesson. Lastly, students had a positive thinking or negative thinking about STEAM program before they learn. But after learning the STEAM program, all of them showed their positive attitude to the STEAM program.
참고문헌 (26)
- 배진호, "융합인재교육(STEAM)을 적용한 초등과학수업이 과학 학습 동기와 학업 성취도에 미치는 영향", 초등과학교육, 32(4), pp.557~566 (2013), 한국초등과학교육학회
- 변문희, "실험 중심 지구온난화 프로그램이 초등학생들의 지구온난화 개념, 행동의지 및 신념에 미치는 효과", 초등과학교육, 32(4), pp.452~463 (2013), 한국초등과학교육학회
- Cho Hyang-suk, "Policy, Research and Practice of STEAM", STEAM Symposium, pp.13~28 (2012)
- 최영미, "초등과학‘작은 생물의 세계’단원에 대한 STEAM 프로그램 개발 및 적용 효과", 초등과학교육, 32(3), pp.361~377 (2013), 한국초등과학교육학회
- Jeollabukdo Institute of Science Education, "STEAM basic training material", ~ (2013)
- Jeong Sang-yun, "The development and application of ‘Earth & Moon’ unit from the STEAM Teaching-Learning Program for Scientifically Gifted Elementary Students", 석사, pp.2013
- 김방희, "중학교 기술교과의 T-STEAM 프로그램 개발 및 수업 적용", 한국기술교육학회지, 13(1), pp.131~151 (2013), 한국기술교육학회
- Kim Dong-chun, "Children's conceptual change of sound by instructional strategy for correcting misconceptions", 석사, pp.1993
- 김영선, "초등학교 학생들의 과학 태도 변화에 영향을 미치는 요인 분석", 초등과학교육, 24(3), pp.292~300 (2005), 한국초등과학교육학회
- 김진수, "기술교육의 새로운 통합교육 방법인 STEM 교육의 탐색", 한국기술교육학회지, 7(3), pp.1~29 (2007), 한국기술교육학회
- 김진수, "STEAM 교육을 위한 큐빅 모형", 한국기술교육학회지, 11(2), pp.124~139 (2011), 한국기술교육학회
- STEAM outline and teaching model development research, "Korea Foundation for the Advancement of Science & Creativity", ~ (2010)
- 권난주, "과학 완구 만들기 활동이 초등학생의 과학 흥미도 및 개념 이해도에 미치는 효과", 초등과학교육, 26(3), pp.243~251 (2007), 한국초등과학교육학회
- Lee Ho-gil, "Elementary school teachers' conceptions of sound", 석사, pp.1999
- Lee Seung-hoon, "The Development of STEAM education program using robot focusing on 'exploring space'", The Korean Association of Science Education, 26(3), pp.129~148 (2013)
- 이승우, "융합인재교육(STEAM)을 적용한 초등 수학영재 교육 프로그램의 개발과 적용 효과", 초등수학교육, 16(1), pp.35~55 (2013), 한국수학교육학회
- 이영석, "주제중심 프로젝트 기반 STEAM 교육 프로그램 개발 및 적용", 한국산학기술학회논문지, 13(12), pp.5770~5775 (2012), 한국산학기술학회[DOI]
- 오정철, "스크래치를 활용한 STEAM 기반 교육 프로그램 개발 및 적용 - 초등학교 6학년 과학교과를 중심으로 -", 컴퓨터교육학회 논문지, 15(3), pp.11~23 (2012), 한국컴퓨터교육학회[DOI]
- 박성진, "과학 기반 STEAM에 의한 ‘빛’ 단원 학습이 과학 학습 동기, 흥미 및 과학 탐구 능력에 미치는 효과", 초등과학교육, 32(3), pp.225~238 (2013), 한국초등과학교육학회
- Seo Ju-hee, "Effects of STEAM Program Development and Application for the Lower Grades of Elementary School", The bulletin of Science Education, 26(1), pp.1~14 (2012)
- 신재한, "초·중등교원 대상 STEAM 융합교육 인식 조사", 학습과학연구, 7(2), pp.29~52 (2013), 교육공학연구소
- 송정범, "교육용 로봇을 활용한 STEM 통합교육이 학업성취, 교과태도에 미치는 효과", 정보교육학회논문지, 15(1), pp.11~22 (2011), 한국정보교육학회
- Elementary and Secondary school Curriculum, "The Ministry of Education & Human Resources Development", The Ministry of Education & Human Resources Development, ~, pp.Notification No. 2007-79 (2009)
- 2009 Revised Curriculum, "The Ministry of Education Science and Technology", The Ministry of Education Science and Technology, ~, pp.Notification No. 2011-361 (2011)
- Future Korea of Advanced Science technology and Creative Talent. 2011 task report, "The Ministry of Education Science and Technology", ~ (2010)
- The Ministry of Education Science and Technology, "STEAM Action Plan" (2012), The Ministry of Education Science and Technology