한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제39권6호
  • /
  • Pages.755-765
  • /
  • 2019
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

융합인재교육 실행형태의 측정도구 개발 및 실행형태와 실행수준의 관계 분석

The Development of a Scale to Measure the Innovation Configurations of STEAM and Analysis of Relationship between the Innovation Configurations and the Usage Levels of STEAM

  • 투고 : 2019.10.08
  • 심사 : 2019.12.02
  • 발행 : 2019.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 초등학교 교사의 관점에서 융합인재교육의 실행 형태를 측정하기 위한 측정도구를 개발하고 이를 활용하여 실행 형태와 관련 배경 요인이 실행 수준에 미치는 영향을 조사하였다. 실행형태의 측정도구는 다양한 선행 연구 및 심층면접 등의 분석을 기반으로 개발되었고, '수업준비', '수업설계', '수업운영', '평가'의 4개 세부 요인으로 구성되었다. 사전 개발된 측정 문항을 바탕으로 전국의 융합인재교육 연구·선도학교의 교사, 융합인재교육 교사연구회 활동을 하는 교사, 그리고 융합인재교육을 실시하고 있는 일반 초등학교 교사 266명을 대상으로 융합인재교육 실행 형태를 조사하였다. 탐색적 요인분석 및 신뢰도 분석을 통하여 융합인재교육의 실행 형태를 측정을 위한 총 19개의 측정 문항을 확정하였다. 초등교사의 융합인재교육의 실행형태와 그 실제 실행수준의 관계를 조사하기 위해 먼저, 실행형태의 4개 세부 요인과 실행수준의 직접적 영향을 조사하고, 배경 요인으로 고려한 초등교사의 교육경력, 융합인재교육 연수경험이 이 실행형태 각 세부 요인과 실행수준에 미치는 영향을 조사하였다. 마지막으로 실행형태 4개 세부 요인과 배경요인의 상호작용을 동시에 고려하여 실행수준과의 관계를 분석하였다. 분석의 결과, 초등교사의 융합인재교육의 실행수준을 개선시키기 위한 방안으로 실행형태의 '수업운영' 요소와 배경변인 중 '연수경험'의 유의미한 상관이 도출되었으며, 이 연구를 통하여 개발된 측정도구는 초등교사의 관점에서 융합인재교육의 실행을 분석하는 데에 유용할 뿐 아니라, 바람직한 개선 추구에 기여할 수 있을 것이다.

This study aims to develop the scales to measure the innovation configurations of Science. Technology, Engineering, Art and Mathematics (STEAM) from the perspective of elementary school teachers and investigates the effect of the innovation configurations and related environmental factors on the usage levels of STEAM based on the newly developed scales for the innovation configurations of STEAM. The scales for the innovation configurations of STEAM are based on analyzing the various previous studies and in-depth interviews and consist of four sub-configurations: The 'Preparation,' 'Design,' 'Implementation,' and 'Evaluation.' The innovation configurations of STEAM was investigated with the developed scales through 266 teachers who are leading STEAM school teachers, are involved in STEAM research group, or are implementing STEAM in general schools. The final 19 questionnaires for the scale of the innovation configuration of STEAM are confirmed with exploratory factor analysis and reliability analysis. In order to examine the relationship between the innovation configurations and levels of use, the direct relationship between four sub-configurations and the usage levels of STEAM and the effect of environmental factors on the innovation configuration and the usage levels of STEAM have been conducted and their interactions are considered. The results show that 'Implementation' in the innovation configurations of STEAM and 'STEAM training experience' are most important factors to improve the usage levels of STEAM for elementary school teachers. It implies that the scales are very helpful in improving as well as figuring out the current innovation configurations of STEAM.

키워드

참고문헌

  1. Bae, J., Yun. B., & Kim, J. (2013). The effects of science lesson applying STEAM education on science learning motivation and science academic achievement of elementary school students. Korean Association for Elementary Science Education, 32(4), 557-566.
  2. Baek, Y., Park, H., Kim, Y., Noh, S., Park, J., Lee. J., Chung, J., Choi, Y., & Han, H. (2011). STEAM Education in Korea. Journal of Learner-Centered Curriculum and Instruction, 11(4), 149-171.
  3. Baek, Y., Park, H., Kim, Y., Noh, S., Lee, J., Chung, J., Choi, Y., Han, H., & Choi, J. (2012). Basic research for establishing STEAM execution direction. The Korea Foundation for the Advancement of Science and Creativity Research Report.
  4. Bagozzi, R. P., Edwards, J. R., & Phillips, L. W. (1991). Assessing construct validity. Administrative Science Quarterly, 36(3), 421-58. https://doi.org/10.2307/2393203
  5. Bagozzi, R. P., & Phillips, L. W. (1982). Representing and testing organizational theories: A holistic construal. Administrative Science Quarterly, 27(3), 459-89. https://doi.org/10.2307/2392322
  6. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. https://doi.org/10.1007/BF02723327
  7. 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
  8. Choi, J., & Lee, Y. (2016). How to improve teacher training for STEAM education. Convergence Education Review, 2, 83-91.
  9. Choi, Y., Noh, J., Lee, B., Moon, D., Lee, M., Chang, Y., Park, G., Son, D., Lim, Y., & Lee, E. (2012). Development of STEAM curriculum model for cultivating of creative and integrative thinking person. The Korean Journal of Technology Education, 12(3), 63-87.
  10. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  11. Ferguson, E., & Cox, T. (1993). Exploratory factor analysis: A usrs' guide. International Journal of Selection and Assessment. 1(2), 84-94. https://doi.org/10.1111/j.1468-2389.1993.tb00092.x
  12. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
  13. Geum, Y., & Bae, S. (2012). The recognition and needs of elementary school teachers about STEAM education. Journal of the Korean Institute of industrial educators, 37(2), 57-75.
  14. Ha, J., & Kim, K. (2014). Effects of preference for science and self-directed learning ability of the science puppet show program developed as a STEAM education model. Korea Science & Art Forum, 21, 437-449.
  15. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis. (3rd Ed), New York: Macmillan Publishing Company.ch and Development Center for Education.
  16. Han, H., & Lee, W. (2012). A Study on the Teachers' Perceptions and Needs of STEAM Education. Journal of Learner-Centered Curriculum and Instruction, 12(3), 575-603.
  17. Han, H., & Park, H. (2015). A study on the development and application of a framework for STEAM program. Journal of Learner-Centered Curriculum and Instruction, 15(6), 41-64.
  18. Hong, J., Song, T., & Yoo, S. (2013). "Path to success: how do market orientation and entreptrneurship orientation produce new product success?" Journal of Product Innovation Management, 30(1), 44-55. https://doi.org/10.1111/j.1540-5885.2012.00985.x
  19. Hord, S., Stiegelbauer, S. M., Hall, G. E., & Georgy, A. A. (2006). Measuring implementation in school: Innovation Configuration. Austin: The Universit of Texas at Austin. Resea.
  20. Jo, S., & Kim, H. (2013). An analysis of STEAM curriculum elements through the Review of STEAM education literature. Journal of Elementary Curriculum and Instruction, 18, 19-32.
  21. Ju., E., & Hong, J. (2014). Analysis of agreement between STEAM factors educational program developers intended and students recognized. Journal of Learner-Centered Curriculum and Instruction, 14(2), 301-321.
  22. Kang, C. (2015). Theory and Practice of STEAM Education: Korean Convergence Education. Seoul: Science Love.
  23. Kang, C., Lee, S., & Kang, K. (2013). Secondary school teacher's perception on STEAM education and their satisfaction on teachers' training program. The Journal of Science of Education, 15(2), 1-12.
  24. Kim, B., & Kim, J. (2013). Development of analysis framework for exploring PCK type in STEAM education. The Korean Journal of Technology Education. 13(2), 65-85.
  25. Kim, D. (2017). Understanding the curriculum. Seoul: Hakjisa.
  26. Kim, E., Yang, M., & Kim, D. (2010). An analysis on elementary teachers' stages of concern to intergrated units of revised national elementary integrated curriculum in 2007. The Korean Society Fisheries and Science Education, 22(2), 287-302.
  27. Kim, G., Ko, D., Han, M., & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Korean Association for Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043
  28. Kim, J. (2011). A cubic model for STEAM education. The Korean Journal of Technology Education, 11(2), 124-139.
  29. Kim, J. (2012). STEAM Education. Seoul: Yangsewon.
  30. Kim, J. (2015). Analysis of KOFAC STEAM education program. Journal of Korean Practical Arts Education, 21(2), 25-44. https://doi.org/10.17055/JPAER.2015.21.2.25
  31. Kim, S., Chung, Y., Woo, A., & Lee, H. (2012). Development of a theoretical model for STEAM education. Journal of Korean Practical Arts Education, 22(2), 63-85.
  32. Kim, S., & Song, T. (2019). Business Analytics Marketing Research. Seoul: Chang Myoung.
  33. Kwon, W., Chu, K., & Park, S. (2006). An exploration of determinant factors for teachers' curriculum implementation level. Korean Society for Curriculum Studies, 24(2), 87-106.
  34. Lee, D., Kim, J., & Kim, J. (2015). Development and application of STEAM education process model for the 'creative design' step of STEAM learning criteria. The Korean Journal of Technology Education, 15(1), 150-170.
  35. Lee, H. (2013). The development and application effect of digital storytelling-based STEAM instruction program. Doctoral dissertation, Pusan National University.
  36. Lee, H. (2013). Understanding and Applying STEAM Education. Seoul: Bookshill.
  37. Lee, J. (2019). A Study on Elementary School Teacher's Innovation Configuration and Antecedents for STEAM Education. Doctoral dissertation, Pusan National University.
  38. Lee, J., Park, H., & Kim, J. (2013). Primary teachers' perception analysis on development and application of STEAM education program. Korean Association for Elementary Science Education, 32(1), 47-59.
  39. Lee-Kang, D. E. (1993). Factors Affecting the Adoption of Instructional Use of Computers in Undergraduate Textiles, Clothing, and Merchandising Program. Doctoral dissertation, The Ohio State University.
  40. Lee, S. (2012). Effects of STEAM-based environmental program for elementary school students' environmental literacy. Journal of Korean Society of Environmental Education. 25(1), 66-76.
  41. Lee, Y., & Lee, H. (2014). The effects of engineering design and scientific inquiry based STEAM education programs on the interest, self-efficacy and career choices of middle school students. Journal of the Department of Education, 18(3), 513-540.
  42. Lim, S., Kim, Y., & Lee, T. (2014). Analysis of elementary school teachers' perception on field application of STEAM education. Journal of Science Education, 38(1), 133-143. https://doi.org/10.21796/JSE.2014.38.1.133
  43. Loucks, S. F., Newlove, B. W., & Hall, G.(1975). Measuring levels of use of the innovation: a manual for trainers, interviewers, and raters. The Research and Development Center for Teacher Education, University of Texas at Austin.
  44. Marsh, C. J., & Willis, G. (2007). Curriculum: alternative approaches, ongoing issues(4th ed.). Upper Saddle River, NJ: Pearson Prentice.
  45. Ministry of Education and Science Technology (2009). Elementary school curriculum commentary I: Introduction, Discretional activity. Seoul: Mirae and culture.
  46. Ministry of Education and Science Technology (2010). 2nd Basic plan for science and technology human resources development support.
  47. Ministry of Education and Science Technology (2011a). STEAM activation plan. STEAM metropolitan briefing session(2011.7.11.). Korea Foundation for the Advancement of Science & Creativity.
  48. Ministry of Education and Science Technology (2011b). Da Vinch education in korea: STEAM Performance report(2011.12.30.). Convergence talent education(STEAM) performance presentations 2011. Korea Foundation for the Advancement of Science & Creativity.
  49. Ministry of Education and Science Technology (2011c). Report on revitalizing STEAM education.
  50. Ministry of Education (2013). Cultivates dreams and talents with STEAM: The current situation and Strategy.
  51. Moon, D. (2014). The development of invention-Based STEAM education program model. Journal of Korean practical arts education, 27(2), 197-211.
  52. Noh, H., & Baek, S. (2014). STEAM experienced teachers' perception of STEAM in seconday education. Journal of Learner-Centered Curriculum and InstructionM 14(10), 375-402.
  53. Oh, H. (2012). An analysis of changes on the science teachers' stages of concern on STEM education and STEM-PCK. Doctoral dissertation, Kyungpook National University.
  54. Park, H., Kim, Y., Noh, S., Lee, J., Chung, J., Choi, Y., Han, H., & Baek, Y. (2012). Components of 4C-STEAM education and a checklist for the instructional design. Journal of Learner-Centered Curriculum and Instruction, 12(4), 533-557.
  55. Park, H. (2016). Research report of the current status of STEAM education and in-depth analysis. The Korea Foundation for the Advancement of Science and Creativity.
  56. Park, H., & Shin, Y. (2012). Effects of science lesson applying STEAM education on self-efficacy, interest, and attitude towards science. The Korean Society of Biology Education, 40(1), 132-146.
  57. Park, S., Kim, B., & Kim, J. (2012) Development and application of automata STEAM instruction material in electromechanical technology unit at middle school. The Korean Journal of Technology Education, 12(2), 199-220.
  58. Park, S. (2016). The development and the effect of implementation of STEAM program using the history of science for the elementary school. Doctoral dissertation, Kyungpook National University.
  59. Park, S. (2008). A relationship analysis on variables related with teachers and curriculum implementation. Doctoral thesis. Korea National University of Education.
  60. Shin, J. (2013). STEAM convergence education theory and practice. Seoul: Kyoyookbook.
  61. Shin, Y., & Han, S. (2011). A Study of the Elementary School Teachers' Perception in STEAM Science, Technology, Engineering, Arts, Mathematics) Education. Korean Association for Elementary Science Education, 30(4), 514-523.
  62. The Korea Foundation for the Advancement of Science and Creativity (2012). STEAM education at hand: What entertains children.
  63. The Korea Foundation for the Advancement of Science and Creativity (2015a). STEAM Guidebook revised edition: Visible STEAM education.
  64. The Korea Foundation for the Advancement of Science and Creativity (2015b). 2015 revised science curriculum drafting direction.

피인용 문헌

  1. Exploring the Research Trend Changes on Convergence Education of Before and After 2011 in Science Education vol.40, pp.5, 2019, https://doi.org/10.14697/jkase.2020.40.5.531