플립러닝 기반 STEAM 교육환경의 공간 특성 연구

Abstract

(Background and Purpose) With the advent of the Fourth Industrial Revolution, it is necessary to cultivate creative convergence talents who can deal with uncertainty and coexist with technology. However, despite concepts of destandardization and hyper-connection coming to the forefront, it is difficult to develop the core competencies necessary to be future-oriented in the conventional educational system. This study aimed to forecast the future-oriented learning environment required to cultivate creative talents, with a focus on children in the era of digital narratives. Flip learning using digital infrastructure is one teaching method that fosters the creative convergence talents required by future societies. A technology-assisted learning activity, flip learning offers the advantage of allowing learners to learn concepts individually and actively before class and then acquire cooperative and creative knowledge through class activities. Therefore, this paper academically reviewed flipped learning and creative convergence education (STEAM) and analyzed the characteristics and types of educational environments in which the learner-centered creative convergence educational model could be changed. (Method) This study explored potential directions of the educational system based on predictions concerning future society and roles and the elements of the future educational environment. To verify the applicability of STEAM education in facilitating flipped learning and developing creative talents in alternative future educational environments, theoretical conceptions were examined and classified into learning, learning expansion, and technical infrastructure and nine elements: information exploration, learner-centered, knowledge convergence, activity-oriented, interaction, self-evaluation, digital technology utilization, individualized learning experiences, and expansion of learning through interaction. A case analysis approach was adopted to study three advanced overseas cases and identify the characteristics of a flipped learning-based environment for STEAM education and its applicability, based on the findings. (Results) The analysis suggested that a flipped learning-based environment for STEAM education can be broken down into learning, learning expansion, and technical infrastructure elements. Four types of educational environments were identified: individual spaces for self-directed thinking, creative places for multilateral experiences, open spaces for mutual exchange and understanding, and shared spaces for enthusiastic activities. They were integrated into the case analysis framework and consequently, this study comes up with value of linking between the flipped learning and learning environment for STEAM education. (Conclusion) Regarding the scope of the learning space required to develop creative convergence talents for the future, this study considered physical elements as well as learning and emotional elements in the learning environment. It is hoped that this study can establish a foothold for the creative educational environment to address the rapidly changing curriculum in the future.