과학 중심 STEAM 프로그램과 인문학 중심 STEAM 프로그램이 고등학생의 정의적 특성에 미치는 영향
The Effects of Science-focused STEAM Program and Liberal art-focused STEAM Program on the Affective Properties of High School Students
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The purpose of this study is to develop a science-focused STEAM program and a liberal art-focused STEAM program, and to compare the effects of the experiences of other STEAM programs on the defining characteristics of high school students. A total of 72 students, 36 students in the science-focused STEAM program and the liberal art-focused STEAM program, participated in 12 classes each. The researcher checked the effect on affective properties of the experience of the science-focused STEAM program or the liberal art-focused STEAM program by using the learning motivation test, the motivation of the STEAM activity test, and the scientific task commitment test. First, the experience of the STEAM program has a partially positive effect on the level of motivation for learning in high school students. Second, the experiences of the science-focused STEAM program and the liberal art-focused STEAM program have a very positive effect on the level of motivation for high school students' STEAM activities. Third, the experiences of the science-focused STEAM program and the liberal art-focused STEAM program have a positive effect on the improvement of scientific task commitment. Therefore, in terms of science education, rather than the view that STEAM education should be centered on science subject, it will be more effective in terms of spreading and motivating science through STEAM education.
Abstract
The purpose of this study is to develop a science-focused STEAM program and a liberal art-focused STEAM program, and to compare the effects of the experiences of other STEAM programs on the defining characteristics of high school students. A total of 72 students, 36 students in the science-focused STEAM program and the liberal art-focused STEAM program, participated in 12 classes each. The researcher checked the effect on affective properties of the experience of the science-focused STEAM program or the liberal art-focused STEAM program by using the learning motivation test, the motivation of the STEAM activity test, and the scientific task commitment test. First, the experience of the STEAM program has a partially positive effect on the level of motivation for learning in high school students. Second, the experiences of the science-focused STEAM program and the liberal art-focused STEAM program have a very positive effect on the level of motivation for high school students' STEAM activities. Third, the experiences of the science-focused STEAM program and the liberal art-focused STEAM program have a positive effect on the improvement of scientific task commitment. Therefore, in terms of science education, rather than the view that STEAM education should be centered on science subject, it will be more effective in terms of spreading and motivating science through STEAM education.
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