Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Teachers' Stages of Concern and Levels of Use on STEAM of the 2009 Elementary Science Curriculum

2009 개정 초등학교 과학과 교육과정의 융합인재교육(STEAM)에 대한 교사의 관심도와 실행 수준 분석

  • Received : 2014.08.12
  • Accepted : 2014.11.14
  • Published : 2014.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to analyze the teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum and to support effective application according to the teachers' stages and levels. Therefore this study was conducted by the Concerns-Based Adoption Model (CBAM). The total number of 113 teachers participated in this study. The results of the study were as follows: First, most teachers were in the stage of awareness. Second, the results of the chi-square test showed that the stages were significantly different according to their positions, training experiences and final degrees (p<.05). Third, about half of teachers were in the level of orientation and preparation. The others were in the level of routine, integration and renewal. Fourth, the results of the chi-square test showed that the levels were significantly different with the categories of their gender, position, age, career in education, workplace and training experience (p<.05). Fifth, the correlation coefficient between stages of concern and levels of use (r=.59) was relatively high (p<.05). Based on these results, we suggested that the support of application should be provided according to the teachers' stages and levels.

Keywords

References

  1. Bae, S. & Geum, Y. (2009). The recognition and needs of chemical industry teachers about STEM education of chemical industrial technical high school. The Journal of Korean Institute of Industrial Education, 35(1), 44-67.
  2. Baek, Y., Park, H., Kim, Y., Noh, S., Park, J., Lee, J., Jeong, J., Choi, Y. & Han, H. (2011). STEAM education in Korea. Journal of Learner-Centered Curriculum and Instruction, 11(4), 149-171.
  3. Chae, H. & Noh, S. (2013). The effect of the STEAM activities on the elementary student's science process skills and science-related attitudes. Journal of Science Education, 37(3), 417-433. https://doi.org/10.21796/jse.2013.37.3.417
  4. Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226. https://doi.org/10.3102/00028312006002207
  5. Hall, G. E. (1979). The concerns-based approach for facilitating change. Educational Horizon, 57(4), 202-208.
  6. Hall, G. E., George, A. A. & Rutherford, W. L. (1979). Measuring stages of concern about the innovation: A manual for the use of the SoC questionnaire. Austin: Research and Development Center for Teacher Education, University of Texas at Austin.
  7. Hall, G. E., Loucks, S. F., Rutherford, W. L. & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26(1), 52-56. https://doi.org/10.1177/002248717502600114
  8. Hord, S. M. & Loucks, S. F. (1980). A concerns-based model for the delivery of inservice. Austin: Research and Development Center for Teacher Education, University of Texas at Austin.
  9. Hord, S. M., Rutherford, W. L., Huling-Austin, L. L. & Hall, G. E. (1987). Taking charge of change. VA: ASCD.
  10. Jang, S. & Kim, J. (2002). Analysis on the status of performance assessment in science based on the elementary teachers' concerns. Journal of Korean Elementary Science Education, 21(2), 227-240.
  11. Jung, B. (2000). Education and pedagogy [교육과 교육학]. Seoul: Baeyoungsa.
  12. Kil, M. & Kim, D. (2011). An analysis of concern of middle school teachers about 2007 revised social studies curriculum. The Journal of Curriculum Studies, 29(2), 121-143.
  13. Kim, J., Lee, Y., An, H. & Kim, S. (2003). An analysis of teachers' level of usage and concern over the 7th science curriculum. Journal of Korean Earth Science Society, 24(5), 378-392.
  14. Lee, D., Kim, S. & Kim, K. (2010). Analysis on elementary school teachers' concern of special supplementary class. The Journal of Korea Elementary Education, 21(2), 197-212. https://doi.org/10.20972/kjee.21.2.201010.197
  15. Lee, D., Lee, S. & Kim, S. (2011). Analysis of teachers' concerns and levels of use on performance assessment in elementary school. The Journal of Elementary Education, 24(4), 235-254.
  16. Ministry of Education and Science Technology [MEST] (2010). The 2011 policy report of MEST. Seoul, Korea: Author.
  17. Ministry of Education [MOE] (2013). The introduction and policy direction of STEAM education. Seoul, Korea: Author.
  18. Ministry of Education [MOE] (2014). Science teacher's guides for elementary school. Ministry of Education.
  19. National Research Council [NRC] (2013). Next generation science standards. Washington, DC: The National Academies Press.
  20. Park, S. (2014). An analysis on elementary school teachers' concern on open inquiry in science education. Journal of Fisheries and Marine Science Education, 26(1), 134-147. https://doi.org/10.13000/JFMSE.2014.26.1.134
  21. Shin, Y. & Han, S. (2011). A study of the elementary school teachers' perception in STEAM (science, technology, engineering, arts, mathematics) education. Journal of Korean Elementary Science Education, 30(4), 514-523.
  22. Sim, J. (2014). The teachers' perception of the implementation of high-school integrated science developed by 2009 revised science curriculum. The Journal of Curriculum and Evaluation, 17(1), 53-76.
  23. Stenhouse, L. (1976). An introduction to curriculum research and development. London: Heinemann.
  24. Yi, J. & Shin, J. (2012). An analysis of teachers' stage of concerns and implementation on the 2007 revised curriculum based on CBAM. Teacher Education Research, 51(1), 137-151. https://doi.org/10.15812/ter.51.1.201204.137

Cited by

  1. The Research Trends in Core Competency Education in Finland: With Special Emphasis on the Analysis of Elementary Science Education vol.19, pp.3, 2015, https://doi.org/10.24231/rici.2015.19.3.645
  2. A comparative study of perceptions on STEAM education by the primary and secondary school teachers participated in the advanced STEAM teacher training program vol.20, pp.1, 2014, https://doi.org/10.24231/rici.2016.20.1.50
  3. STEAM 심화과정 교사연수 프로그램 개발 및 운영 vol.36, pp.3, 2014, https://doi.org/10.14697/jkase.2016.36.3.0399
  4. An Analysis of Teachers’ Concerns Regarding Education for Sustainable Development (ESD) Based on Concerns-Based Adoption Model vol.21, pp.1, 2014, https://doi.org/10.24231/rici.2017.21.1.47
  5. An Investigation of Teachers’ STEAM Education Implementation Using the Concerns Based Adoption Model (CBAM) vol.57, pp.3, 2014, https://doi.org/10.15812/ter.57.3.201809.325
  6. A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea vol.5, pp.1, 2014, https://doi.org/10.1186/s41029-019-0034-y