생명과학 중심의 STEAM 프로그램이 고등학생의 과학에 대한 정의적 영역과창의성에 미치는 영향
The Effects of STEAM Program based on Life Science for Science-Related Affective Domain and Creativity in High School Students
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In this research, STEAM education program based on life science was developed for verifyingthe effect in science-related affective domain and creativity of high school students. To achieve this,through analyzing combined types of integration, three dimensional framework for STEAM programwere developed. The main areas of circulation, plants, genetics, stimulation and response in partsof life science were chosen. Then, technology, engineering, art and mathematics were integrated inthose main areas. The study results are like the following: First, STEAM education program basedon life science showed improvement in science-related affective domain of high school students. Students’ confidence (p=.008), interest (p=.003) and value (p=.010) are also significantly increased. Second, it also showed the effectiveness in improving creativity. After applying the programto the students, standard scores of creativity (p=.000) and of its subcategory elements – fluency(p=.000), originality (p=.000) and exquisiteness (p=.003) – increased and the result was statisticallymeaningful. Third, according to students’ gender, its effects appeared differently. Male studentsvalued science higher than female students. On the contrary, female students showed higher scoresin creativity, fluency and originality.
Abstract
In this research, STEAM education program based on life science was developed for verifyingthe effect in science-related affective domain and creativity of high school students. To achieve this,through analyzing combined types of integration, three dimensional framework for STEAM programwere developed. The main areas of circulation, plants, genetics, stimulation and response in partsof life science were chosen. Then, technology, engineering, art and mathematics were integrated inthose main areas. The study results are like the following: First, STEAM education program basedon life science showed improvement in science-related affective domain of high school students. Students’ confidence (p=.008), interest (p=.003) and value (p=.010) are also significantly increased. Second, it also showed the effectiveness in improving creativity. After applying the programto the students, standard scores of creativity (p=.000) and of its subcategory elements – fluency(p=.000), originality (p=.000) and exquisiteness (p=.003) – increased and the result was statisticallymeaningful. Third, according to students’ gender, its effects appeared differently. Male studentsvalued science higher than female students. On the contrary, female students showed higher scoresin creativity, fluency and originality.
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