융합교육(STEAM) 운영 현황 실태 조사 및 미래형 융합교육(STEAM)에 대한 인식 조사
Survey of Current Status of STEAM Education and Perception on Future STEAM Education
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
In this study, the current status of implementation of STEAM education was investigated, and the perception of future STEAM education was investigated. A survey was conducted for teachers of the STEAM Teacher Research Group, and frequency analysis and word cloud keyword analysis were performed on the response data. The key findings are as follows. With respect to current status of implementation of STEAM education, first, the reason for implementing STEAM education was teachers' voluntary efforts and the necessity for future talent cultivation for all elementary, middle and high school teachers. Second, the difficulties in implementing STEAM education are heavy workload, adjustment of class hours, difficulties in securing budget, and lack of understanding of STEAM education for elementary schools. For middle schools, the answers are difficulties in curriculum restructuring and collaborating with other teachers, and the lack of program dissemination, while high schools responded to the lack of curriculum reorganization, administrators' understanding and educational expectations. Third, as a learning method for STEAM classes, the student participation type in which students directly solve problems was mainly used, and the student-led type emphasized in future STEAM education was already applied. Regarding the perception of future STEAM education, first, they were well aware of the main contents of future STEAM education, such as nurturing future talent, chemical fusion, student-led, real-life problem solving, and sympathized with the necessity. Second, difficulties related to the implementation of future STEAM education were teacher competency, teacher understanding, culture creation, and realistic burden. Finally, by synthesizing these opinions, the goals for revitalizing future STEAM education are summarized as strengthening teachers' professionalism, forming a consensus, and creating an environment inside and outside the school. As a specific way to achieve this, professional support for teachers, research and selfdevelopment, change of perception, administrative and financial support, and institutional support were suggested.
Abstract
In this study, the current status of implementation of STEAM education was investigated, and the perception of future STEAM education was investigated. A survey was conducted for teachers of the STEAM Teacher Research Group, and frequency analysis and word cloud keyword analysis were performed on the response data. The key findings are as follows. With respect to current status of implementation of STEAM education, first, the reason for implementing STEAM education was teachers' voluntary efforts and the necessity for future talent cultivation for all elementary, middle and high school teachers. Second, the difficulties in implementing STEAM education are heavy workload, adjustment of class hours, difficulties in securing budget, and lack of understanding of STEAM education for elementary schools. For middle schools, the answers are difficulties in curriculum restructuring and collaborating with other teachers, and the lack of program dissemination, while high schools responded to the lack of curriculum reorganization, administrators' understanding and educational expectations. Third, as a learning method for STEAM classes, the student participation type in which students directly solve problems was mainly used, and the student-led type emphasized in future STEAM education was already applied. Regarding the perception of future STEAM education, first, they were well aware of the main contents of future STEAM education, such as nurturing future talent, chemical fusion, student-led, real-life problem solving, and sympathized with the necessity. Second, difficulties related to the implementation of future STEAM education were teacher competency, teacher understanding, culture creation, and realistic burden. Finally, by synthesizing these opinions, the goals for revitalizing future STEAM education are summarized as strengthening teachers' professionalism, forming a consensus, and creating an environment inside and outside the school. As a specific way to achieve this, professional support for teachers, research and selfdevelopment, change of perception, administrative and financial support, and institutional support were suggested.
참고문헌 (29)
- Dubois, D. D., "The Competency Casebook: Twelve Studies in Competency-Based Performance Improvement" (1993), Human Resource Development Press
- Gresnigt, R., "Promoting science and technology in primary education: a review of integrated curricula", Studies in Science Education, 50, pp.47~84 (2014)
- Ibrahim, M. Y., "Communication skills: Top priority of teaching competency", International Journal of Learning, Teaching and Educational Research, 18, pp.17~30 (2019)
- 강지연, "융합인재교육의 정책적 목표를 중심으로 한 STEAM 교육의 효과성에 관한 메타분석", 한국융합학회논문지, 10(12), pp.205~213 (2019), 한국융합학회[DOI]
- Kang, N. H., "A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea", Asia-Pacific Science Education, 5, pp.1~22 (2019)
- Convergence Education Research and Supporting Group, 2021, "Kim, H. K.", Korea Foundation for the Advancement of Science and Creativity, ~ (2022)
- 권혁수, "초・중등학교의 융합교육 운영 현황 실태조사", 과학교육연구지, 45(3), pp.336~348 (2021), 과학교육연구소[DOI]
- A Study on the Application of Linkage and Convergence Education of Elementary and Middle School Subjects According to the 2015 Revised Curriculum, "Kwon, J. R", KICE, ~, pp.ORM 2017-66-25 (2017)
- 2022 STEAM Education Issue Paper: Reconceptualization and Expansion Direction of STEAM Education for School Sites, "Lee, H. Y.", Korea Foundation for the Advancement of Science and Creativity, ~ (2022)
- 이진숙, "융합인재교육 실행형태의 측정도구 개발 및 실행형태와 실행수준의 관계 분석", 한국과학교육학회지, 39(6), pp.755~765 (2019), 한국과학교육학회[DOI]
- 이광우, "STEAM 연구·선도학교의 연계·융합 교육 실태 분석", 예술인문사회 융합 멀티미디어 논문지, 9(9), pp.221~233 (2019), 사단법인 인문사회과학기술융합학회[DOI]
- McClelland, D. C., "Testing for competence rather than for ‘intelligence’", American Psychologist, pp.1~14 (1973)
- McLagan, P. A., "Great ideas revisited: competency models, then; creating the future of HRD, now", Training and Development, 50, pp.60~65 (1996)
- Medley, D. M., "Teacher Competence and Teacher Effectiveness-A Review of Process-Product Research" (1977), American Association of College for Teacher’S Education
- STEAM, the Educational Policy for 2011 Year, "Ministry of Education", Ministry of Education, ~ (2011)
- Ministry of Education, "The Revised National Curriculum 2015 for Primary and Secondary Schools, Vol.2015-75, No. 10", ~ (2015)
- The Master Plan for Science, Mathematics, Informatics, and Convergence Education (2020–2024), "Ministry of Education", Ministry of Education, ~ (2020)
- 2022 Revised Curriculum Framework (draft ver.), "Ministry of Education", Ministry of Education, ~ (2021)
- The National Academies Press, , 2014
- 박현주, "우리나라 초⋅중⋅고등학교의 STEAM 교육 운영 현황 실태조사", 한국과학교육학회지, 36(4), pp.669~679 (2016), 한국과학교육학회[DOI]
- Basic Research for Establishment of Comprehensive Plan for Convergence Education, "Park, H.", KICE, ~ (2019)
- 박현주, "STEAM 교육의 실행 강화를 위한 학교 STEAM 역량 진단 도구 개발", 과학교육연구지, 45(3), pp.349~363 (2021), 과학교육연구소[DOI]
- "Hyperconnectivity: The Future is Now" (2013)[URL]
- Rose, M. A., "STEM leader excellence: A modified delphi study of critical skills, competencies, and qualities", Journal of Technology Education, 31, pp.42~62 (2019)
- Roco, M. C., "Converging Technologies for Improving Human Performance" (2003), Springer
- Roco, M. C., "Convergence of Knowledge, Technology and Society: Beyond Convergence of Nano-bio-info-cognitive Technologies" (2013), Springer International Publishing
- Shernoff, D. J., "Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education", International Journal of STEM Education, 4, pp.1~16 (2017)
- 손미현, "STEAM 교육의 한계와 개선방향 -STEAM 교육 전문성을 가진 교사의 견해를 바탕으로-", 한국과학교육학회지, 39(5), pp.573~584 (2019), 한국과학교육학회[DOI]
- Spencer, L. M., "Competence at Work: Models for Superior Performance" (1993), John Wiley and Sons