한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제37권4호
  • /
  • Pages.719-730
  • /
  • 2017
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

영재 학생들의 공학 설계 기반 통합적 STEM 연구 활동이 창의적 공학문제해결 성향 및 공학에 대한 태도에 미치는 영향

The Impact of Engineering Design Based STEM Research Experience on Gifted Students' Creative Engineering Problem Solving Propensity and Attitudes Toward Engineering

  • 투고 : 2017.05.24
  • 심사 : 2017.07.07
  • 발행 : 2017.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 공학 설계에 기반을 둔 연구 프로그램, 팀 프로젝트 활동 등의 통합적 STEM 연구 활동이 영재 학생들의 창의적 공학문제해결 성향과 공학에 대한 태도에 미치는 효과를 알아본 것이다. 이를 위해 Kang & Nam (2016)이 개발한 창의적 공학문제해결 성향 검사 도구와 Moon (2009)이 사용한 공학에 대한 태도 검사 도구를 본 연구 상황에 맞게 수정하여 통합적 STEM 활동의 사전과 사후에 측정 하였고, 연구 결과는 다음과 같다. 첫째, 영재 학생들의 공학 설계에 기반한 통합적 STEM 연구 활동은 창의적 공학문제해결 성향 변화과 공학에 대한 태도 변화에 긍정적 효과를 나타냈다. 창의적 공학문제해결 성향 검사지는 동기, 공학 설계, 공학적 사고 습관, 공학과 공학자, 소통 및 협업 능력 5요인으로 구성되어 있는데 모든 요인에서 유의미한 결과가 나타났다(p<.05). 창의적 공학문제해결 성향은 대부분의 요인에서 진로 희망 직업 계열과 성별 차이에 따른 유의미한 차이가 없었다. 하지만 '공학 설계' 요인에서는 남학생보다 여학생에게 효과가 있음을 알 수 있었다. 공학에 대한 태도 검사지는 공학에 대한 흥미, 공학의 난이도, 공학의 영향, 공학과 관련된 학교 교육과정, 공학과 직업에 대한 인식을 알아보는 문항으로 구성되어 있는데 모든 요인에서 유의미한 결과가 나타났지만(p<.05), 진로 희망 직업 계열과 성별 차이에 따른 유의미한 차이는 없었다.

The purpose of this study is to investigate how engineering design-based STEM research experience affects gifted students' creative engineering problem-solving propensity and attitude toward engineering. The students' creative engineering problem-solving propensity and attitude toward engineering were measured before and after the STEM research experience. The pre-/post-tests results were analyzed by paired t-test with the significance level of p <.05. The conclusions of the study are as follows: First, the engineering design based STEM research experience had a positive effect on the students' creative engineering problem-solving propensity. Over all, the average score of the creative engineering problem-solving propensity increased significantly (p <.05) after the STEM research experience. Second, the average score of gifted-students' attitude toward engineering had increased significantly after the integrated STEM research activities (p <.05). In addition, we analyzed the difference between pre-post results of both instruments based on the gifted students' desired career paths (natural science and engineering) and gender. The result shows that the students' career paths or gender did not affect the results in most of the sub-categories in both instruments. However, the STEM research experience had more positive effect on the female students than male students in term of their 'engineering design ability', which is one of the sub-categories of the creative engineering problem-solving propensity instrument.

키워드

참고문헌

  1. Accreditation Board for Engineering Edycation of Korea[ABEEK] (2015). KEC2015.
  2. Burghardt, M. D., & Hacker, M. (2004). Informed design: A contemporary approach to design pedagogy as the core process in technology, Technology Teacher, 64(1), 6-8.
  3. Cho, S., Jang, Y., & Jung, T. (2003). Development of creative problem solving Test. The Journal of Korean Education, 30(1), 259-296.
  4. Harms, H. R., & Janosz, D. A. (2012). Pre-Engineering. New York: McGraw Hill
  5. Hong, H., Song, S., & Park, S. (2012). Introduction to creative engineering design(2nd ed.) Seoul: GS intervision.
  6. Hirsch, L. S., Gibbons, S. J., Kimmel, H., Rockland, R., & Bloom, J. (2003). High school students' attitudes to and knowledge about engineering. In Frontiers in Education, 2003. FIE 2003 33rd Annual (Vol. 2, pp. F2A7-12). IEEE.
  7. Hjalmarson, M., & Lesh, R. (2008). Engineering and design research: Intersections for education research and design. Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching, 96-110.
  8. Jang, J., Chung, Y., Choi, Y., & Kim, S. (2013). Exploring the characteristics of science gifted students' task commitment. Journal of the Korean Association for Science Education, 33(1), 1-16. https://doi.org/10.14697/jkase.2013.33.1.001
  9. Kang, J. & Nam, Y. (2016). The development of an Instrument for Measuring the Creative Engineering Problems Solving Propensity for STEAM. Journal of The Korean Society of Earth Science Education, 9(3), 276-291. https://doi.org/10.15523/JKSESE.2016.9.3.276
  10. Kim, Y., Kang, J., & Heo, N. (2015). An analysis on scientifically gifted students' image and perception of the engineering. Journal of Gifted/Talented Education, 25(1), 95-117. https://doi.org/10.9722/JGTE.2015.25.1.95
  11. Ministry of Education and Science Technology[MEST] & Korea Foundation for the Advancement of Science & Creativity[KOFAC]. (2012). Teacher training program for STEAM education. Seoul, Korea: Author.
  12. Korea Institute of S&T Evaluation and Planning[KISTEP]. (2014). Issue analysis and plan establishment of creative S&T human resource, Seoul: Korea Institute of S&T Evaluation and Planning.
  13. Koszalka, T., Wu, Y., & Davidson, B. (2007). Instructional design issues in a cross-institutional collaboration within a distributed engineering educational environment. In proceedings of world conference on E-learning in corporate, government, healthcare, and higher education (pp. 1650-1657).
  14. Lee, C. S. (2008). Development of technology attitude scale for korean pupils. The Journal of Korean Pratical Arts Education, 14(2), 157-174.
  15. Lee, G. H. (2006). Effects of future city construction project instruction using CPS on creativity and problem solving ability of elementary school children. The Korean Journal of Educational Phychology, 20(2), 487-506.
  16. Lee, H., Kwon, H., Park, K., & Oh, H. (2014). Development and application of integrative STEM, Science, Technology, Engineering and Mathematics, education model based on scientific inquiry. Journal of the Korean Association for Science Education, 34(2), 63-78. https://doi.org/10.14697/jkase.2014.34.2.0063
  17. Lee, H., Park, K., Kwon, H., & Seo, B. (2013). Development and implementation of engineering design and scientific inquiry-based STEM education program. Korean Journal of Teacher Education, 29(3), 293-318. https://doi.org/10.14333/KJTE.2013.29.3.293
  18. Lee, S. G. (2015). The effect of the design based STEAM program utilizing smart device for interest in science and STEAM literacy. Journal of The Korean Society of Earth Science Education, 8(3), 240-250. https://doi.org/10.15523/JKSESE.2015.8.3.240
  19. Lee, S. J. (2015). The Impact of a science & engineering integrated curriculum on technical high school students' science attitudes. Unpublished master's thesis. Korea National University of Education, Chungbuk, Korea.
  20. Ministry of Education[MOE]. (2015). 2015 revised curriculum general remarks and particulars defined published. Ministry of Education.
  21. Moon, D. Y. (2008). The Development of pre-engineering educational program model based on STEM integration approach. Journal of Engineering Education Research, 11(2), 90-101.
  22. Moon, D. Y. (2009). A case study on elementary' attitudes engineering and engineering problems solving: Through applyng the education program of STEM Integration approach. Journal of The Korean Association of Practical Arts Education, 22(4), 51-66.
  23. Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of pre-college engineering education research (J-PEER), 4(1), 2.
  24. Moore, T. J., Tank, K. M., Glancy, A. W., & Kersten, J. A. (2015). NGSS and the landscape of engineering in K-12 state science standards. Journal of Research in Science Teaching, 52(3), 296-318. https://doi.org/10.1002/tea.21199
  25. Nam, Y., Lee, S. J., & Paik, S. H. (2016). The impact of engineering integrated science (EIS) curricula on first-year technical high school students' attitudes toward science and perceptions of engineering. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1881-1907.
  26. National Science Foundation. (2010). Preparing the next generation of STEM Innovators: Identifying and developing our nation's human capital. National Science Board.
  27. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press
  28. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press.
  29. National Research Council. (2009). Engineering in K-12education: Under standing the status and improving the prospects. Washington, DC: The National Academies.
  30. National Research Council. (2011). Successful K-12 STEM Education: Identifying effective approach in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press.
  31. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  32. Sanders, M. (2009). STEM, STEM education, STEM mania. The Technology Teacher, 68(4), 20-26.
  33. Seong, e., & Na, S. (2012). The Effects of the integrated STEM education on science and technology subject self-efficacy and attitude toward engineering in high school student. Journal of Korean Technology Education Association, 12(1), 255-274.

피인용 문헌

  1. 유아를 위한 공학중심 융합인재교육(E-STEAM)프로그램의 개발 및 효과 vol.19, pp.11, 2017, https://doi.org/10.5392/jkca.2019.19.11.211
  2. Development of an engineering design process-based teaching and learning model for scientifically gifted students at the Science Education Institute for the Gifted in South Korea vol.5, pp.1, 2019, https://doi.org/10.1186/s41029-019-0047-6
  3. 과학·공학 융합 수업의 중학교 현장적용을 위한 전문가 제안 vol.23, pp.3, 2017, https://doi.org/10.18108/jeer.2020.23.3.20