Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Exploring Domestic and International Elementary School Convergence Science Education Program - Korea, the U.S., and the U.K. -

국·내외 초등학교 융합 과학 교육 프로그램 탐색 - 한국, 미국, 영국을 중심으로 -

  • Received : 2013.12.26
  • Accepted : 2014.04.04
  • Published : 2014.05.31
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Abstract

This study is subject to compare the STEAM and the STEM education of Korea, the U.K., and the U.S. to find their differences and similarities, as well as the implications in implementing the STEAM education in Korea. In order to accomplish this, the educational objectives, contents and topics, teaching and learning methods, subjects and timing for education, and convergence curriculum were compared; also, after choosing the representative program of each country, a cross-comparative analysis was done for the teaching and learning method distribution ratio, content element distribution ratio, program distribution ratio, STEAM domain ratio, curriculum structure and domain ratio, frequency of inquiry process, basic inquiry, integrated inquiry frequency, hourly basic inquiry, and integrated inquiry process. As a result, it was possible to obtain 77 programs, a total of 656 class hours of Korea, 65 programs and 846 class hours of the U.S., and 75 programs and 774 class hours of the U.K. The results are as follows: Korea's STEAM and the U.K. and the U.S.' STEM all include science, technology, engineering, arts, and mathematics, but in terms of frequency, Korea's STEAM has higher figure in arts. However, the U.K. and the U.S. have higher frequency of debate and discussion, and there were many cases of a student, after receiving feedback from other students, modifying the work.

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  2. Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts vol.34, pp.8, 2014, https://doi.org/10.14697/jkase.2014.34.8.0755
  3. The Perception of Primary Students on the Aesthetic Features of Science and the Relationship between Science and Art vol.21, pp.2, 2017, https://doi.org/10.24231/rici.2017.21.2.132