• Communications of Mathematical Education
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• v.27 no.4
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• pp.523-545
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• 2013

The purposes of the study were to analyze STEAM instructional materials to find research trends on STEAM instructional program and to develop mathematics-centered STEAM instructional program for middle school second graders. To conduct this study, the researcher collected total 123 research papers and thesis focused on the development of STEAM instructional material and deduced implications for the development of mathematics-centered STEAM instrucational materials from the findings. The researcher found that important components of such as 'context for learning', 'internalization-mmersion', 'new challenge', and 'self-assessment' in STEAM education were not reflected properly in 19 mathematics-centered STEAM instructional programs. Therefore, the researcher put more emphasis on those components in the process of developing mathematics-centered STEAM program.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.3-10
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• 2015

The purpose of this study was to analyze STEAM learning/teaching program that relates robots and to develop and redesign STEAM teaching/learning program with a robot for elementary and secondary schools. 'Learning with a robot' is considered as one of the best candidates for STEAM education. This article mainly concerns a robot that can be helpful to improve students' interests in learning science and mathematics in schools. As the results of the STEAM learning/teaching program analyzing, the program for elementary schools contained more contents of liberal arts and fine arts, and the program for secondary schools contained more contents of science, technology, and math. In the middle school program, context for learning, class activities of creative design and emotional touch, evaluation, and job and career information were evenly implemented. In the elementary and high school program, there were few information about robotics career. We extracted all robot utilizable subjects and units from school curriculums, and redesigned contents which can be applicable to regular classes for schools. As the result of this study, we conclude that 'learning with a robot' can encourage students' interests in STEM area.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.61-71
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• 2012

The purpose of this study was to develop the STEAM program based on the 'home life' area of the practical arts Education for elementary school students, futhermore this study evaluated changes of elementary school students' attitudes toward practical arts and learning flow. The STEAM program was consisted of 7 teaching-learning plan for teachers and worksheets for students. Twenty-one students at 5th grade of the elementary school were voluntary enrolled in this study. Before and after learning, their attitudes toward practical arts and learning flow were investigated. Based on the findings of the study, major conclusions were reached as follows: First, the STEAM program based on the 'home life' area of the practical arts education was developed and useful for elementary school teachers. Second, the STEAM program has an effect on students' attitudes toward practical arts, Third, the STEAM program has an effect on students' learning flow.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• Journal of Science Education
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• v.37 no.2
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• pp.359-373
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• 2013

This study is aimed to find out the effect after the development and application of the STEAM teaching-learning program for science gifted elementary school students. The validity of the developed program was verified by three experts. The program consists of a total of eight classes and eight days were carried out. Recorded lessons, class observation journal, and recorded interview transcription data were measured and then analyzed the effect. 'Present situation' is a very important step was confirmed. The degree of understanding of a given situation affected to task commitment, the formation of scientific concepts, creative design and deliverable.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.443-459
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• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.401-420
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• 2015

The purpose of this study was to perform a comparative analysis of the research trends in STEAM education in gifted education and suggest educational implications to improve the current STEAM education for the gifted. The results were as follows. First, STEAM education has been increasing in the past couple of years and gifted and talented education took up relatively high proportion of it. This demonstrates that gifted education closely related to creative and versatile individuals plays a leading role in STEAM education. Second, researches on STEAM education and STEAM education for the gifted targeted elementary school students the most. Third, researches on the development of STEAM program for the gifted have been mainly addressing science-oriented convergence programs. Among them, programs including all the five combined factors(Science, Technology, Engineering, Arts and Mathematics) were the most common. In terms of learning types, a criterion-referenced teaching-learning model has been developing and there were diverse learning types which applied teaching-learning models tailored to characteristics of a gifted child. The researches related to STEAM programs'application effects on creativity were most dominant.

• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.530-544
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• 2015

We live in the modern society which is called as Knowledge-Information society. The national and social goal is to raise the creative person for preparing the rapidly changing society. Thus, the schools and families concentrate on and effort to enhance the creativity and problem solving ability. Specially, the school is pushing forward the STEAM education and Software education for raising the creativity person and enhancement of national competitiveness. In this study, we suggested for STEAM education the way how we utilize the App Inventor which was supported by MIT and came up as a computer programming language for Software education, and we verified and evaluated through professional group verification. We completed STEAM instructional design according to the results from the professional group verification, and we suggested the authentic instruction for STEAM education. In addition, we suggested the further prospects of Software education and instructions through going through the characteristics and application plan of App Inventer in terms of educational computer programming language.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.1-22
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• 2018

The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

• Journal of the Korea Society of Computer and Information
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• v.26 no.10
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• pp.199-208
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• 2021

In this paper, the effect of artificial intelligence convergence education program that provides STEAM education using machine learning platform on elementary school students' STEAM literacy and learning flow was analyzed. A homogeneous group of 44 elementary school 6th graders was divided into an experimental group and a control group. The control group received 10 lessons of general subject convergence class, and the experimental group received 10 lessons of STEAM-based artificial intelligence convergence education using Machine learning for Kids. To develop the artificial intelligence convergence education program, the goals, achievement standards, and content elements of the 2015 revised curriculum to select subjects and class contents is analyzed. As a result of the STEAM literacy test and the learning flow test, there was a significant difference between the experimental group and the control group. In particular, it can be confirmed that the coding environment in which the artificial intelligence function is expanded has a positive effect on learners' learning flow and STEAM literacy. Among the sub-elements of convergence talent literacy, significant differences were found in the areas of personal competence such as convergence and creativity. Among the sub-elements of learning flow, significant differences were found in the areas such as harmony of challenge and ability, clear goals, focus on tasks, and self-purposed experiences. If further expanded research is conducted in the future, it will be a basic research for more effective education for the future.