Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Development and Application Effect of STEAM Program Using Technology Based on TPACK - Focused on the Circulatory System -

TPACK 기반 테크놀로지 활용 STEAM 프로그램 개발 및 적용 효과 - 순환 기관을 중심으로 -

  • Received : 2020.02.04
  • Accepted : 2020.02.24
  • Published : 2020.02.29
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to develop a STEAM program using technological pedagogical and content knowledge (TPACK) model to effectively utilize technology to solve the difficulties in the teaching of 'structure and function of our body' unit in the primary science curriculum and to confirm the effect on the academic achievement, creative problem solving ability and scientific interests of elementary students. The program was developed as the STEAM program of the 8th class by utilizing the construction knowledge of the TPACK model. The developed program was applied to 29 experimental group students in 5th grade. And the textbook-oriented circulatory system learning program was applied to 29 5th graders in the same school. As a result of the application of the program, the experimental group showed significant improvement over the comparison group in its creative problem solving ability and scientific interests, and the satisfaction of the class was also high. This caused a positive effect on students because the process of self-directing information about the circulatory system using smart devices, making outputs creatively using 3D printers, and presenting them through role play using produced outputs.

Keywords

References

  1. Angeli, C. & Valanides, N. (2009). "Epistemological and methodological issues for the conceptualization, development, and assessment of ICTeTPCK: Advances in technological pedagogical content knowledge(TPCK),". Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  2. Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  3. Bae, M. (2017). The effects of instruction of 'Structure and function of human body' unit applying cognitive domain-centered brain-based evolutionary approach on the elementary school students' interest, achievement and Scientific Creativity. Master's thesis, Seoul National University of Education.
  4. Barrow, H. S. (1994). Practice-based learning: Problem-based learning applied to medical education. Springfield, IL: Southern Illinois University School of Medicine.
  5. Barrow, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer Publishing Company.
  6. Cho, Y. (2006). The theory and practice of problem-based learning: A problem-initiated class. Hakjisa.
  7. Choi, Y. M. & Hong S. (2019). Designing and implementing integrated lessons for pre-service elementary teachers' technological pedagogical content knowledge development. Journal of Korean Elementary Science Education, 38(2), 287-304. https://doi.org/10.15267/KESES.2019.38.2.287
  8. Eom, J. & Kwon, Y. (2016). Development of the biomimicry-focused convergence teaching program using 3D modeling & printing in life science. Biology Education, 44(4), 658-673. https://doi.org/10.15717/bioedu.2016.44.4.658
  9. Foulger, T. S. & Slykhuis, D. A. (2013). TPACK as a tool for teacher professional learning. Learning & Leading with Technology, 41(1), 20-22.
  10. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  11. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
  12. Hong, J. & Hong, S. (2019). The effects of fractal STEAM lesson for plant structure on scientific process skills, creative problem-solving ability and scientific interest using 3D printer. Biology Education, 47(1), 50-58. https://doi.org/10.15717/bioedu.2019.47.1.50
  13. Jeong, E. (2008a). The development of teaching-learning materials for an instructional improvement in unit of the structure of human body of elementary school science. Master's thesis, Jeonbuk National University.
  14. Jeong, E. (2008b). The effects of Squeak Etoys based informatics education on the effects of Squeak Etoys based informatics education on elementary school student's creative problem solving ability. Master's thesis, Korea National University of Education.
  15. Korean Educational Development Institute (2001). A study on the development of simple and creative problem solving test (I). Korean Educational Development Institute.
  16. Kim, H. & Choi, S. (2019). The development and application of the SW-STEAM program using unplugged computing for elementary science class. Biology Education, 47(2), 213-222. https://doi.org/10.15717/bioedu.2019.47.2.213
  17. Kim, M. & Hong, S. (2019). Influences of 'earthquakeresistant design' STEAM class on creative problem solving abilities and STEAM attitude of elementary students. Journal of Energy and Climate Change Education, 9(2), 125-135.
  18. Kim, S. & So, K. (2016). The effect of project based learning using smart devices on the science learning motivation, creative personality and creative problem-solving ability of elementary scientific gifted. Biology Education, 44(3), 364-371. https://doi.org/10.15717/bioedu.2016.44.3.364
  19. Ko, D. & Hong, S. (2019). Development and application of TPACK based STEAM program using 3D printer. Biology Education, 47(2), 153-170. https://doi.org/10.15717/bioedu.2019.47.2.153
  20. Korea Foundation for the Advancement of Science and Creativity (2015). A study on the satisfaction of the development of STEAM program in 2015. Korea Foundation for the Advancement of Science and Creativity.
  21. Lee, H. (2011). The effects of scientific tales on science learning in elementary school. Master's thesis, Seoul National University of Education.
  22. Lee, S. (2015). The effect of the design based STEAM program utilizing smart device for interest in science and STEAM literacy. Journal of Korean Society of Earth Science Education, 8(3), 240-250. https://doi.org/10.15523/JKSESE.2015.8.3.240
  23. Lee, S. & Hong, S. (2019). The development and application effects of STEAM program utilizing animation production about 'structure and function of the our bBody'. Journal of Korean Elementary Science Education, 38(2), 263-274. https://doi.org/10.15267/KESES.2019.38.2.263
  24. Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J. & Lederman, N. G. (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer.
  25. Ministry of Education (2015). The science curriculum. MOE Public Announcement, 2015-74.
  26. Ministry of Education and Science Technology (2011). The science curriculum according to the 2009 revised curriculum. Ministry of Education and Science Technology.
  27. Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  28. Mishra, P. & Koehler, M. J. (2008). "Introducing tpck" Handbook of technological pedagogical content knowledge (TPCK) for educators. NY: Routledge, 3-29.
  29. OECD (2010). "Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations," OECD Publishing.
  30. Sanders, M. (2009). STEM, STEM education, STEM mania. The Technology Teacher, 68(4), 20-26.
  31. Shin, T. (2013). A relation between pre-service teachers' fixed mindsets regarding their abilities to teach with technology and their perceived TPACK. Journal of Educational Studies, 44(2), 21-45.
  32. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  33. Tak, J. & Yoo, M. (2019). The effects of creativity-convergence program utilizing virtual reality creation platform on elementary school students' creative problem solving ability, 21st century skills and learning interest about social subject. The Journal of Korean Practical Arts Education, 24(4), 73-101.
  34. Thompson, A. D. & Mishra, P. (2007). Breaking news: TPCK becomes TPACK!. Journal of Educational Computing Research, 24(2), 38-64.
  35. Yakman, G. (2006). STEAM pedagogical commons for contextual learning. Unpublished class paper for EDCI 5774, Virginia Tech.
  36. Yakman, G. (2008). STEAM education. An overview of creation a model of integrative education. PATT.
  37. Yoon, Y. (2019). STEAM education program based on micro-bit. Master's thesis, Jeonbuk National University.
  38. Yun, M. & Kim, S. (2003). A study on constructs of subject-specific interests and its relationship with academic achievement. Journal of Korean Educational Psychology Association, 17(3), 271-290.