Browse > Article
http://dx.doi.org/10.14697/jkase.2015.35.3.0403

A Meta-Analysis on the Effects of Integrated Education Research  

Kim, Jiyoung (Doonchon Middle School)
Park, Eunmi (Gwangnam High School)
Park, Jieun (Daegu University)
Bang, Dami (The Catholic University of Korea)
Lee, Yoonha (Daeyoung Middle School)
Yoon, Heojoeng (Kyungpook National University)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.3, 2015 , pp. 403-417 More about this Journal
Abstract
The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.
Keywords
meta-analysis; integrated education; convergence education; STEAM;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 Kwon, N., & Ahn, J. (2012). The analysis on domestic research trends for convergence and integrated science education. Journal of the Korean Association for Science Education, 32(2), 265-278.   DOI
2 Lee, J. M. (2010). Cognitive Science: Principles of and implications for the convergence with other disciplines. Korean Social Science Journal, 32, 3-46.
3 Lee, L. S. (2008). The great convergence of knowledge. Seoul: Godswin.
4 Lee, S., Baek, J., & Lee, J. (2013). The development and the effects of educational program applied on STEAM for the mathematical prodigy. Journal of the Korean Society of Mathematical Education Series C: Education of Primary school Mathematics, 16(1), 35-55.   DOI
5 Lee, S. S., Kim, M. H., Kim, S. H., Kim, S. C., Park, J. H., & Lee, K. S. (2014a). Case study of interdisciplinary class of design and engineering based on problem-based learning-focus on preparation, methods of operation, results, and outcomes-. Design Convergence Study, 13(2), 210-230.
6 Lee, H., Kwon, Y., Kim, S., Son, S., Han, W. S., Hong, S. K., Park, B. Y., & Jeon, J. (2014b). An analysis of the trends of domestic research related to integrated education in science. Journal of Research in Curriculum Instruction, 18(2), 295-319.
7 Lee, H., Kwon, H. S., Park, K., Jung, C. R., Oh, H. J., & Nam, J. C. (2012). The effects of integrated science instruction: A meta-analysis on scientific knowledge, scientific inquiry ability, and science-related attitude. Korean Journal of Teacher Education, 28(2), 223-246.
8 Lee, M., & Rim, H. (2013). A design and effect of STEAM PBL based on the history of mathematics. School Mathematics, 15(1), 159-177.
9 Lee, M. H., Son, Y. A., Young, D. B., & Choi, D. H. (2001). Three teaching-learning plans for integrated science teaching of 'energy' applying knowledge-, social problem-, and individual interest-centered approaches. Journal of the Korean Association for Science Education, 21(2), 357-384.
10 Mayer, R. E. (1999). Problem solving. In M. A. Runco, & S. R. Pritzker (Eds.). Encyclopedia of Creativity, 2, 437-447.
11 McCormick, R. (1997). Conceptual and procedural knowledge. International Journal of Technology and Design Education, 7(1), 141-159.   DOI   ScienceOn
12 Ministry of Education, Science and Technology[MEST]. (2010). Republic of Korea driven by creative person and advanced technology. 2011 business report.
13 Ministry of Education, Science and Technology[MEST]. (2012). Policy background and enforcement situation of STEAM in 2012.
14 Mumford, M. D., Mobley, M. I., Uhlman, C. E., Reiter-Palmon, R., & Doares, L. M. (1991). Process analytic models of creative capacities. Creativity Research Journal, 4(2), 91-122.   DOI   ScienceOn
15 National Research Council[NRC]. (2013). Next generation science standards. Washington, DC: The National Academies Press.
16 Oh, S. S. (2009). Theory and practice of meta-analysis. Seoul: Konkuk University Press.
17 Oh, J., Jeong, J., Kang, S., & Ha, M. (2014). A study of application and examples of STEAM in secondary music classroom. Journal of Learner-Centered Curriculum and Instruction, 14(1), 69-97.
18 Park, I. S., & Kang, S. H. (2011). Science teachers' perceptions on scientific and creative problem solving. Journal of Korean Association for Science Education, 31(2), 314-327.
19 Park, S. (2013). The effects of STEAM program using storyline on elementary students' creative personality and science-related attitude. Journal of The Korean Association of Information Education, 17(4), 487-496.   DOI   ScienceOn
20 Park, S. J. (1985). Science education. Seoul: Kyoyookbook.
21 Park, J. H., & Kim, C. (2014). A study on the curriculum for elementary and middle school in robot and convergence activity. Journal of the Korean Association of Information Education, 18(2), 285-294.   DOI   ScienceOn
22 Park, H., Kim, Y., Noh, S. G., Lee, J., Jeong, J. S., Choi, Y., Han, H., & Baek, Y. S. (2012). Components of 4C-STEAM education and a checklist for the instructional design. Journal of Learner-Centered Curriculum and Instruction, 12(4), 533-557.
23 Rennie, L. J., Venville, G., & Wallace, J. (2011). Learning science in an integrated classroom: Finding balance through theoretical triangulation. Journal of Curriculum Studies, 43(2), 139-162.   DOI   ScienceOn
24 Ryu, Y. J., & Choi, J. (2011). The development of sustainable development education program in practical arts based on theme-centered integrative approach. Journal of Korean Practical Arts Education, 23(4), 95-121.
25 Selby, E. C., Shaw, E. J., & Houtz, J. C. (2005). The creative personality. Gifted Child Quarterly, 49(4), 300-314.   DOI
26 Shiever, S. W. (1985). Creative personality characteristics and dimensions of mental functioning in gifted adolescents. Roeper Review, 7(4), 223-226.   DOI   ScienceOn
27 Song, H. H. (2011). Meta-analysis method. Kyunggi: CMG Publication.
28 Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (2004). Creativity: From potential to realization. American Psychological Association. Washington, DC.
29 Song, I. S., Moon, E. S., Hah, J. H., Han, S., & Sung, E. H. (2010). Humanities & Arts program development for scientifically gifted children. The Journal of the Korean Society for the Gifted and Talented, 9(3), 117-138.
30 Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325-338.   DOI   ScienceOn
31 Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and lanuage development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.   DOI   ScienceOn
32 Sung, J. S. (2002). An analysis of variables effecting creative problem solving abilities in science. Doctoral dissertation, Ewha Womens University.
33 Torrance, E. P. (1974). Torrance test of creative thinking: Directions manual and scoring guide. Figural test booklets Q. Bensenville: Scholastic Testing Service, Inc.
34 Urban, K. K. (1999). Creativity- A component approach model. Available at http://klaus.urban.phil.uni-hannover.de/imperia/md/content/de/uni-hannover/phil/klaus_urban/urban_s_components_model_of_creativity.pdf
35 Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, UK: Wiley.
36 Baek, H. S. (2013). Delphi study about mathematics gifted education based on STEAM Education. Journal of Korea Society Educational Studies in Mathematics, 15(4), 867-888.
37 Baek, Y. S., Park, H. J., Kim, Y., Noh, S. G., Park, J. Y., Lee, J., Jeong, J. S., Choi, Y., & Han, H. (2011). STEAM education in Korea. Journal of Learner-Centered Curriculum and Instruction, 11(4), 149-171.
38 Baer, M., Oldman, G. R., Jacobsohn, G. C., Gwendolyn, C., & Hollingshead, A. B. (2008). The personality composition of teams and creativity: The moderation role of team creative confidence. Journal of Creative Behavior, 42(4), 255-282.   DOI
39 Becker, B. J. (1988). Synthesizing standardized mean-change measures. British Journal of Mathematical and Statistical Psychology, 41(2), 257-278.   DOI
40 Boden, M. (2001). Creativity and knowledge. In A. Craft, B. Jefferey, & M. Leibling (Eds.) Creativity in education (pp. 95-102). London: Continuum.
41 Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631-658.   DOI   ScienceOn
42 Cho, H. H. (1992). An analysis of the nature of science inquiry and a study on the instructional mathod for promoting inquiry competence. Journal of Korean Association for Science Education, 12(1), 61-73.
43 Cho, H. S., Kim, M. J., & Nam, K. W. (2014). Effects of "STEAM Education focusing music and movement activity" on children's problem-solving skills, creative personality, and emotional intelligence. Early Childhood Education Research & Review, 18(2), 421-445.
44 Cho, S. H., & Park, C. (2013). The development and application of a STEAM program based on backward design. Journal of Research in Curriculum Instruction, 17(4), 385-404.
45 Chon, K. W. (2000). Creativity for harmony of east and west. Seoul: Hakmun Publishing, Inc.
46 Cho, H. J., & Ryu, H, S. (2014). Analysis of sixth graders' capabilities of subject convergence from the perspective of mathematics-based STEAM education. Journal of Educational Studies, 45(2), 49-75.
47 Choi, J. C., & Joo, I. (2007). Consilience of knowledge. Seoul: Eum.
48 Choi, Y. H., Lim, Y. J., & Noh, J. H. (2013). Development of educational program for cultivating of intergrative thinking person: Centering on robot, new materials, space exploration. Journal of Korean Industrial Education, 38(1), 1-19.
49 Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic.
50 Cooper, H. (2010). Research synthesis and meta-analysis: A step by step approach (4th ed.). CA: SAGE publication Inc.
51 Gehrke, N. J. (1998). A look at curriculum integration from the bridge. Curriculum Journal, 9(2), 247-260.   DOI   ScienceOn
52 Glass, G. (1976). Primary, secondary, and meta-analysis in social research. Educational Researcher, 5(10), 3-8.   DOI
53 Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-Analysis in social research. CA: SAGE publication Inc.
54 Greene, L. C. (1991). Science-centered curriculum in elementary school. Educational Leadership, 49(2), 42-46.
55 Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.   DOI   ScienceOn
56 Guzzo, R. A., Jackson, S. E., & Katzell, R. A. (1987). Meta analysis. In L. L. Cummings, & B. M. Staw (Eds.). Research in organizational behavior. Stanford: Elsevier Ltd.
57 Hilal, A., & Omer, E. (2008). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), Article 4. Retrieved January 10, 2011, from http://www.ied.edu.hk/apfslt/
58 Hah, J. H. (2000). The development of creative personality scale. Journal of Educational Psychology, 14(2), 187-210.
59 Hedges, L. V., & Olkin, I. (1983). Regression models in research synthesis. The American Statistician, 37(2), 137-140.
60 Higgins, J., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327, 557-560.   DOI   ScienceOn
61 Hong, (2013). Theory and application of meta-analysis. Seoul: S&M Research Group.
62 Kang, I. (1998). Why constructivism? Seoul: Muneum Publisher.
63 Kang, I., Kim, H., & Kim, D. (2012). A Case Study on the learning effects of the STEAM education using open-source softwares in terms of students' interest in and attitudes toward science. Research of Secondary Education, 60(4), 1105-1134.
64 Kho, H. G., & Kim, J. W. (2013). A study on the development and application of teaching-learning methods for STEAM to integrate middle school art and math subjects. Art Education Review, 46, 1-27.
65 Kim, J. (2008). A study on the development of a model for culture and arts education for elementary and middle school students that integrates: The manual of subjects-arts culture and arts education for development of curriculum. Incheon Foundation for Arts & Culture.
66 Kim, J. (2012). STEAM educational theory. Kyunggi: Yangsewon.
67 Kim, D., & Koo, D. (2013). Development and application of elementary science IT convergence education program. Korean Journal of Elementary Education, 24(3), 133-152.
68 Kim, G. S., & Choi, S. Y. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216-226.
69 Kim, J. H., & Chong, H. J. (2013). A study on practice of art centered STEAM education. Korean Elementary Art Education Association, 35, 245-266.
70 Kim, S. W., Chung, Y. L., Woo, A. J., & Lee, H. (2012). Development of a theoretical model for STEAM education. Journal of the Korean Association for Science Education, 32(2), 380-401.
71 Kim, B. H., Lee, H. J., & Kim, J. S. (2013). Development of T-STEAM program in middle school technology subject and its application. Journal of the Korean Association for Technology Education, 13(1), 131-151.
72 Kim, S. Y., Shin, I. S., Kim, I. H., & Jeong, N. (2010). Development of an amalgamative-subject program for improving middle school students' creativity and a case study on practicing the program. Korean Journal of Teacher Education, 26(2), 129-146.
73 Korean Educational Development Institute[KEDI] (1991). Development of program for enhancement of thinking ability(V). Korean Educational Development Institute.
74 Korean Educational Development Institute[KEDI] (2013). Development of mathematics centered integrated educational contents, methods, and evaluation system model for middle school. Korean Educational Development Institute.
75 Korea Foundation for the Advancement of Science & Creativity[KOFAC] (2013). STEAM. Retrieved March 30, 2015, from http://www.steam.kofac.re.kr