과학교육연구지 (Journal of Science Education)

  • 제43권2호
  • /
  • Pages.258-269
  • /
  • 2019
  • /
  • 1225-3944(pISSN)
  • /
  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
권호 표지
DOI QR코드

DOI QR Code

STEAM 교육의 핵심역량 조사도구 개발

Developmental Study of an Instrument for STEAM Education Key Competencies

  • 투고 : 2019.06.24
  • 심사 : 2019.08.26
  • 발행 : 2019.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 핵심역량의 관점에서 STEAM 교육의 효과를 조사할 수 있는 'STEAM 교육 핵심역량 조사 도구'를 개발하였다. STEAM 교육과 관련된 국내 외 선행연구 고찰을 바탕으로 전문가 협의회를 통한 반성적 재검토와 외부 전문가의 검증을 통하여 조사도구의 초안이 완성하였다. 개발된 조사도구는 학생 408명을 대상으로 예비 조사를 실시하였고, 신뢰도 확인과 확인적 요인 분석과 같은 통계 분석을 통하여 최종 완성하였다. 최종 개발된 조사도구의 문항은 융합(7문항), 창의(11문항), 도전(5문항), 배려(9문항)의 총 32문항으로 구성되었다. 각 요인별 Cronbach's ${\alpha}$값은 .849에서 .929로 높은 신뢰도를 나타내었다. 이 연구를 통해 개발된 조사도구는 STEAM 교육의 효과를 학생의 핵심역량 관점에서 조사하는데 활용될 수 있을 것이다.

This study developed an instrument for measuring STEAM education effectiveness focused on key competencies of STEAM. This study performed literature reviews on the prior studies associated with the STEAM education and completed a pilot instrument through reflective reviews by external experts. A pilot study was administered to a total of 408 students and finalized by statistical analyses such as reliability check and exploratory factor analysis. The factors of the final instrument were identified as convergence (seven items), creativity (eleven items), challenge (five items), and care (nine items). The Cronbach' ${\alpha}$ for each construct ranged from .849 to .929 turned out to be reliable. This instrument can be utilized for measuring the effectiveness of the STEAM education on students' key competencies.

키워드

참고문헌

  1. Baek, Y., Park, H., Kim, Y., Noh, S., Park, J., Lee, J., Jung, J., Choi, Y., & Han, H. (2012). STEAM education in Korea (Research Report 2012-12). Seoul, Korea: Korea Foundation for the Advancement of Science & Creativity(KOFAC).
  2. Bak, A., & Kim, Y. (2014). The effects of STEAM program on the scientific communication skils and the learning flow of elementary gifted students. The Korean Society of Elementary Science Education, 33(3), 439-452. https://doi.org/10.15267/keses.2014.33.3.439
  3. Choi. Y., Noh, J., Lim, Y., Lee, D., Lee, E., & Noh, J. (2013). The development of the STEAM literacy measurement instrument for elementray, junior-high, and high school students. korean Technology Education Association, 13(2), 177-198.
  4. Cho, H., & Oh, J. (2018). The effects of the confluence science gifted education institute programs on creativity of the 6th to 8th graders. The Korean Association For Thinking Development, 14(3), 65-87. https://doi.org/10.51636/JOTD.2018.09.14.3.65
  5. Kim, D., 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. Journal of the Korean Association for Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043
  6. Kim, E., & Lee, S. (2015). The effects of elementary practical arts-themed STEAM educational program for elementary school students' creativity. The Journal of Korea Elementary Education, 26(2), 139-156. https://doi.org/10.20972/kjee.26.2.201506.139
  7. Kim, H., Cho, S., & Shim, H. (2015). Design and start up STEAM program for middle school: Focusing on integrated classes of art and science class. The Korean Society of Illustration Research, 44, 101-112.
  8. Kim, J., Ju, H., & Lee, K. (2013). The effects of STEAM program based on life science for science-related affective domain and creativity in high school student. Biology Education, 41(4), 531-543. https://doi.org/10.15717/bioedu.2013.41.4.531
  9. Kim, J., & Won, H. (2016). The effect of creativity in STEAM education by meta-analysis. Korean Journal of Educational Research, 54(2), 169-195.
  10. Lee, E. (2017). The effect of STEAM program based on design thinking on primary school pupil's convergent problem solving & interest in Math-Science(Unpublished master's thesis). Soongsil University, Seoul, Korea.
  11. Lee, M. (2017). A study on the process of implementation of STEAM education policy(Unpublished master's thesis). Daegu National University of Education, Daegu, Korea.
  12. Lee, M., & Ham, S. (2018). The development and application of a teaching and learning model based on flipped learning for convergence software education in elementary schools. Journal of the Korean Association, 22(2), 213-222.
  13. Lee, S. (2017). Effects of eco-STEAM program on elementary school students' environmental literacy and STEAM attitude. Journal of Korean Society of Earth Science Education , 10(1), 62-75. https://doi.org/10.15523/JKSESE.2017.10.1.62
  14. Lim, Y., Min, B., & Hong, H. (2015). Development and application effect of design-based STEAM program for boosting the career consciousness of 5-6th grade elementary school students for natural sciences and engineering. Journal of the Korean Association for Science Education, 35(1), 73-84. https://doi.org/10.14697/jkase.2015.35.1.0073
  15. Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741-749. https://doi.org/10.1037/0003-066X.50.9.741
  16. Ministry of Education [MOE]. (2010a). 2011년 업무 보고 [2011 Business Report]. Seoul, Korea: Author.
  17. Ministry of Education [MOE]. (2010b). 제2차 과학기술인재 육성.지원계획('11-'15) [The 2nd master plan for educating scientists and engineers('11-'15)]. Seoul, Korea: Author.
  18. Ministry of Education [MOE]. (2017). 융합인재교육(STEAM) 중장기 계획(2018-2022) [STEAM education medium and long-term plan(2018-2022)]. Sejong Korea: Author.
  19. Park, J. (2016). Effects of math-based STEAM program on creativity and core competency of the gifted students in elementary school(Unpublished master's thesis). Seoul National University of Education, Seoul, Korea.
  20. Park, K. (2014). Development of key competency factors for measuring study outcomes in science, technology, engineering, arts, mathematics(STEAM). Korean Technology Education Association, 14(2), 234-257.
  21. Park, K., Choi, Y., Hong, J., Lee, K., Moon, S., Tea, J., Lee, K., Min, B., & Hoh, J. (2014). A Validity study on the Key Competencies Factors of STEAM. Korean Technology Education Association, 14(3), 214-234.
  22. Son, J., Kim, J., & Kim, Y. (2014). Effects of astronomical STEAM program using co-teaching on self-directed learning attitude of elementary science gifted students. Journal of the Korean Earth Science Society, 35(7), 572-584. https://doi.org/10.5467/JKESS.2014.35.7.572
  23. Song, J., Lee, M., & Park, S. (2015). Effectiveness of STEAM program using thinking maps on elementary school students. The Journal of Elementary Education, 28(3), 145-171.
  24. So, K. (2007). ‘Competency' in the context of schooling: It's meaning and curricular implications. The Journal of Curriculum Studies, 25(3), 1-21. https://doi.org/10.15708/KSCS.25.3.200709.001001
  25. Woo, Y, & Houng, S. (2016). Development and application of eco-system STEAM program using PET bottle. The Korean Society for Environmental Education, 32(1), 203-207.

피인용 문헌

  1. 데이터 기반 STEAM 교육을 통한 문제 해결 과정 분석: 대기대순환과 표층 해류 내용을 중심으로 vol.13, pp.3, 2019, https://doi.org/10.15523/jksese.2020.13.3.330