Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
권호 표지
DOI QR코드

DOI QR Code

Analysis of the Effectiveness on Online Fusion Science Program in Undergraduate General Education for Students Majoring in Science and Engineering: Focus on the NOS and STEAM Literacy

대학 교양교과 온라인 융합과학 프로그램이 이공계열 학생에게 미치는 효과 분석: 과학의 본성(NOS) 및 융합인재소양(STEAM Literacy) 중심으로

  • Received : 2019.06.17
  • Accepted : 2019.08.26
  • Published : 2019.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to investigate how fusion science program for undergraduate general education influences the understanding of Nature of Science (NOS) and STEAM Literacy of students majoring in science and engineering in college. The students participated in the pre/post NOS survey(Lee, 2013) and the STEAM literacy survey(Choi et al., 2013) in the program. The results of this study are as follows. First, the fusion program was effective in understanding the NOS because there is a statistically significant difference between the pre/post tests.(p < 0.01). Second, while there were no significant differences between genders, however, there is a significant difference in students' majors in NOS understanding(p < 0.05). Third, it showed that improvement in STEAM Literacy in Convergence and Creativity domains is significant(p < 0.01). By contrast, the Caring domain of STEAM Literacy was decreased statically significant(p < 0.01). In the end, there is no difference in STEAM Literacy between genders as well as among students' major(p < 0.05).

본 연구는 대학 교양교육의 융학과학 프로그램을 통한 이공계열 대학생들의 과학의 본성(NOS)에 대한 이해 및 융합인재소양(STEAM Literacy)에 대한 영향을 탐구하고자 수행하였다. 수도권 소재 종합대학 이공계열 대학생들을 대상으로 개발된 다학문적 접근의 융합과학 프로그램을 온라인 교과목으로 처치하고 프로그램 전후 4가지 영역의 과학의 본성(NOS) 관련 설문조사(Lee, 2013) 및 융합인재 소양(STEAM Literacy) 검사(Choi et al., 2013)를 수행하여 사전-사후 비교 분석을 하였다. 결과는 다음과 같다. 첫째, 융합과학 프로그램은 이공계열 대학생들의 과학의 본성(NOS) 이해에 효과적이었다(p < 0.01). 둘째, 과학의 본성(NOS)에 대한 이해에 이공계열 대학생들의 성별에 따른 차이는 없었으나, 전공에 따른 차이는 나타났다(p < 0.05). 셋째, 융합과학 프로그램은 이공계열 대학생들의 융합인재소양(STEAM Literacy) 중 융합 및 창의 영역의 향상을 나타났으나, 배려 영역은 오히려 유의미한 수준으로 감소가 나타났다(p < 0.01). 끝으로 융합과학 프로그램은 이공 계열 학생들의 전공에 따른 융합인재소양에는 차이가 나타나지 않았다(p < 0.05).

Keywords

References

  1. Akerson, V. L., Buzzelli, C., & Donnelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47, 213-233. https://doi.org/10.1002/tea.20323
  2. American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. Washington, DC: Author.
  3. American Association for the Advancement of Science [AAAS]. (1990). Science for all Americans. Washington, DC: Author.
  4. American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for Science Literacy. Washington, DC: Author.
  5. Baek, Y. S., Kim, Y. M., Noh, S. G., Park, H. J., Lee, J. H., Jung, J. S., Choi, Y. H., Han, H. S., & Choi, J. H. (2012). A study on the action plans for STEAM education. Seoul, Korea: Korean Foundation for the Advancement of Science and Creativity.
  6. Bums, W. (1997). Authenticity and autonomy in language education: A role for electronic communication. Journal of the Applied Linguistics Association of Korea, 13(2), 1-22.
  7. Burns, J. (2014, November 21). 'Embrace engineering's creative side' to fix skills crisis. BBC News. Retrieved February 19, 2016, from http://www.bbc.com/news/education-30136921
  8. Bybee, R. W. (2010). Advancing perceptions of technology and implications for an empowering curriculum. Research in Science Education, 22(1), 72-80. https://doi.org/10.1007/BF02356881
  9. Byun, H. (2013). The influence of class using the history of science on scientifically gifted elementary school student's understanding about the nature of science (Unpublished master's thesis). Daegu National University of Education, Daegue, Korea.
  10. Chiappetta, E. L., & Koballa, Jr. T. R. (2014). Science instruction in the middle and secondary schools. London, UK: Pearson.
  11. Choi, J. (2008). Developing science teachers' and their students' understanding of the nature of science through the science instruction using history of science (Unpublished doctoral dissertation). Busan National University, Busan, Korea.
  12. Choi, J., & Seo, H. A. (2012). Effects of inquiry-based biology program in pre-service science teachers' perceptions on the nature of science and effective domain of science. Journal of the Korean Association for Research in Science Education, 32(5), 879-889. https://doi.org/10.14697/jkase.2012.32.5.879
  13. Choi, K., Lee, H., Shin, N., Kim, S., & Krajcik, J. (2011). Re-conceptionalization of scientific literacy in south Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670-897. https://doi.org/10.1002/tea.20424
  14. Choi, Y. H., Noh, J. A., Lim, Y. J., Lee, D. W., Lee, E. S., & Noh, J. H. (2013). The development of the STEAM literacy measurement instrument for elementary, junior-high, and high school students. The Korean Journal of Technology Education, 13(2), 177-198.
  15. Collette, A. T., & Chiappetta, E. L. (1986). Science Instruction in the middle and secondary schools. Columbus, OH: Charles E. Merrill Publishing Company.
  16. Driver, R. Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
  17. General Education Review Committee (2016), General Education Review Committee Final Report . Retrieved from http://generaleducation.fas.harvard.edu/files/gened/files/gerc_final_report.pdf
  18. Han, J. I. (2001). The effective use of the internet in the teaching of English. Multimedia-Assisted Language Learning, 4(2), 244-263.
  19. Hur, Y. J. (2013). A study an analysis of existing university's convergence education and suggestion for its' developing direction. The Journal of Educational Research, 11(1), 45-79.
  20. Jones, R. (2005). How many female scientists do you know? Endeavour, 29(2), 84-88. https://doi.org/10.1016/j.endeavour.2005.03.005
  21. Kaplan, G. (2010). Making a life in the life sciences and the roles of mentoring for female scientists. Kaohsiung Journal of Medical Science, 26(6), S10-S16. https://doi.org/10.1016/S1607-551X(10)70052-8
  22. Kim, J. N. (2008). Two aspects of educational theory. Philosophy of Education, 35, 285-316.
  23. Kim, J. Y., & Kang, S. H. (2007). The influence of hypothetical deductive experiment upon students' views on the nature of science. Journal of the Korean Association for Research in Science Education, 27(3), 169-179.
  24. Kim, K., Noh, J., Seo, I., & Noh, T. (2008). The effects of explicit and reflective instruction about nature of science using episodes from the history of science in "Composition of Material" unit of middle school science. Journal of the Korean Association for Research in Science Education, 28(1), 89-99.
  25. Kim, M. K., & Kim, H. B. (2007). The effects of authentic open inquiry on cognitive reasoning through an analysis of types of student-generated questions. Journal of the Korean Association for Research in Science Education, 27(9), 930-943.
  26. Lederman, N. G. (1992) Students'and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359. https://doi.org/10.1002/tea.3660290404
  27. Lederman, N. G. (1992). Students' and teachers' concetions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404
  28. Lee, B. K., Jang, S. C., & Lee, J. S. (2009). A study on education of natural sciences as general education. Journal of Curriculum Studies, 27(2), 205-226. https://doi.org/10.15708/kscs.27.2.200906.009
  29. Lee, J. H. (2017). Understanding about the Nature of Science(NOS) for studies in science and engineering through the online fusion program for the undergraduate general education (Unpublished master's thesis). Dankook University, Yongin, Korea.
  30. Lee, Y. (2013). A proposal of inclusive framework of the nature of science(NOS) based on the 4 themes of scientific literacy for K-12 school science. Journal of the Korean Association for Science Education, 33(3), 553-569. https://doi.org/10.14697/jkase.2013.33.3.553
  31. Lee, Y. H. (2014). What do scientists think about the nature of science?. Journal of the Korean Association for Science Education, 34(7), 677-691. https://doi.org/10.14697/jkase.2014.34.7.0677
  32. Lee, Y. H., & Yoon, S. J. (2016). Development and analysis of fusion program for the undergraduate general education. Journal of Education and Culture, 22(6), 147-173. https://doi.org/10.24159/joec.2016.22.6.147
  33. McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of science in science education: An instruction. Science & Education, 7, 511-532. https://doi.org/10.1023/A:1008642510402
  34. McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice teachers' view of nature of science. Journal of Research in Science Teaching, 47, 1137-1164. https://doi.org/10.1002/tea.20377
  35. Ministry of Education [MOE]. (2015). The 2015 revised national curriculum (no. 2015-74). Sejong, Korea: Author.
  36. National Research Council [NRC]. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  37. National Research Council [NRC]. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concept, and Core Idea. Washington, DC: National Academy Press.
  38. National Science Teachers Association [NSTA]. (1982). NSTA position statement on the nature of science. Retrieved from http://www.nsta.org/159&psid=22, 2000.
  39. Oh, J. Y., Kim, Y. K., & Kim, Y. H. (2013). Exploring the Nature of science for the fundamental education liberal education through convergence and integration. Korean Journal of General Education, 7(1), 103-150.
  40. Organization for Economic Co-operation and Development (OECD). (2013). PISA 2015 draft science framework. Retrieved from https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf
  41. Organization for Economic Co-operation and Development [OECD]. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris, France: Author.
  42. Park, H. J., & Lee, K. H. (2005). University students' understanding of the nature of science. Journal of the Korean Association for Research in Science Education, 25(3), 390-399.
  43. Park, K. M. (2014). Development of key competency factors for measuring study outcomes in science, technology, engineering, arts, mathematics. Korean Journal of Technology Education, 14(2), 237-257.
  44. Park, K., & Yoo, M. (2013). The effects of ‘science history based chemistry inquiry program' on the understanding toward nature of science, scientific attitudes, and science career orientation of scientifically gifted high school students. Journal of the Korean Chemical Society, 57(6), 821-829. https://doi.org/10.5012/jkcs.2013.57.6.821
  45. Pyo, K. (2006). Action research on integrating online instruction. English Language Teaching, 18(4), 51-75.
  46. Seo, D. H., Lee, Y. H., & Jho, H. (2017). Development and implication of the history of science and technology program for understanding of technical high school students about the Nature of Science. Journal of Science Education, 41(1), 60-79. https://doi.org/10.21796/jse.2017.41.1.60
  47. Talves, K. (2016). Discursive self-positioning strategies of Estonian female scientists in terms of academic career and excellence. Women's Studies International Forum, 54, 157-166. https://doi.org/10.1016/j.wsif.2015.06.007