Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A meta-analysis of the effect for Creativity, Creative Problem Solving Abilities in STEAM

융합인재교육(STEAM)의 창의성과 문제해결력 효과에 관한 메타분석 -연구방법 및 연구자를 중심으로-

  • Received : 2016.12.06
  • Accepted : 2017.01.15
  • Published : 2017.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The analysis was carried out with meta-analysis on master's and doctoral dissertations, and academic journals that analyzed the effects of STEAM education between 2012 and 2015. From the total number of 75 dissertations and articles analyzed, 183 different effect sizes were calculated. The analysis was done to find out the kinds of differences that would be created according to the effect size of creativity, problem-solving ability, and researcher, target area, student division research design type, and level of schools. The total effect size of creativity scored 0.776, and demonstrated satisfaction in symmetry of funnel plot, with no publication biases. The fail-safe N scored 780, and since the number is smaller than 8,945, the results of this research has credibility. Furthermore, problem-solving ability shows intermediate level of effect size with a score of 0.584. It also showed satisfaction in symmetry with funnel plot, with no publication bias. With the different research methods of the sub-factors of creativity, fluency scored the highest with 0.929, flexibility with 0.881, originality with 0.838, sophistication with 0.653, abstractness with title 0.705, and resistance to termination, 0.527. This study finds its significance in the demonstration of average effect size of STEAM education through meta-analysis. According to research results, the effects of inclusive education could be determined, yet the specific effect cause or learning principles were difficult to find. It was found that the effects of STEAM education do not rise or fall depending on school age, and demonstrated differences in creativity according to the research methods or the researchers.

미래교육의 새로운 비전으로 융합과 창의성을 기조로 한 융합인재 교육이 초중등교육 현장에서 활발하게 진행되고 있다. 그동안 융합인재교육 연구는 영재교육 영역에서 초등학생 대상 연구가 중점적으로 이루어졌으며, 개별적 단위로서의 효과성 연구가 주로 진행되었다. 이에 본 연구는 메타분석을 적용하여 선행연구결과에 대한 체계적이고 종합적인 결론을 정리해봄으로써 융합인재교육을 활용한 창의성 개발에 유용한 정보를 제공할 목적으로 시행되었다. 분석은 2012년부터 2015년 까지 최근 4년간 발표된 융합인재교육의 효과를 분석한 석 박사 학위 논문과 학술지 논문을 대상으로 메타분석을 실시하였다. 총 분석대상 논문 75편의 논문으로부터 총 183개의 효과크기를 산출하고, 연구의 종속변인인 창의성과 그 하위변인, 문제해결력과 중재변인인 연구자, 대상지역, 학생구분, 실험설계유형, 학교급 별에 따라 효과크기에 어떠한 차이가 있는지를 분석하였다. 창의성에 대한 전체 효과크기가 0.776로 나타났고, funnel plot에서 대칭성을 만족하고 있어 출판편의가 존재하지 않는다고 볼 수 있으며, fail-safe N이 780개로 8,945보다 작으므로 이 연구 결과는 신빙성이 있다고 주장할 수 있다. 또한, 문제해결력에 있어서는 0.584로 나타나 중간 정도의 효과크기로 나타났고, funnel plot에서 대칭성을 만족하고 있으므로 출판편의가 존재하지 않으며, fail-safe N이 780개로 1,170보다 작으므로 이 연구 결과는 신빙성이 있다고 주장할 수 있다. 창의성 하위변인들의 연구방법에 따른 차이를 보면 유창성이 0.929로 가장 높게 나타났고, 융통성 0.881, 독창성 0.838, 정교성 0.653, 제목의 추상성 0.705, 종결에 대한 저항 0.527로 나타났다. 본 연구는 융합인재교육의 효과를 메타분석으로 그 평균의 효과크기를 제시했다는 점에서 의의를 찾을 수 있다. 연구결과 통합교육의 효과는 판단할 수 있었으나 효과의 원인, 학습원리에 대해서는 구체적인 발견이 어려웠다. 융합인재교육의 효과는 학령에 따라 상승 또는 하향하는 것이 아니라는 것이 밝혀졌으며, 창의력에 있어서는 연구방법과 연구자에 따라 차이가 있는 것으로 나타났다.

Keywords

References

  1. An, H. & Yoo, M. (2015). Analysis of Research Trends in STEAM Education for the Gifted. Journal of Gifted/Talented Education) 25(3).
  2. Borenstein, M., Cooper, H., Hedges, L., & Valentine, J. (2009). Effect sizes for continuous data. The handbook of research synthesis and meta-analysis, 2, 221-235.
  3. Cho, H., Kim, H., & Heo, J. (2012). Understanding of STEAM though Field Application Case. KEDI Issue Paper.
  4. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillside, NJ: Lawrence Erlbaum Associates.
  5. Chun, K. (2005). Creology. Seoul: Hakmusa.
  6. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8. https://doi.org/10.2307/1174772
  7. Han, H. (2013). The Analysis of Research Trends on STEAM Instructional Program and the Development of Mathematics-Centered STEAM Instructional Program. Communications of mathematical education, 27(4), 523-545. https://doi.org/10.7468/jksmee.2013.27.4.523
  8. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. NY: Academic Press.
  9. Jackson, G. B. (1980). Methods for integrative reviews. Review of educational research, 50(3), 438-460. https://doi.org/10.3102/00346543050003438
  10. Jung, K., & Shin, H. (2015). The Meta-Analysis of Studies about the effects of Inclusive Education in Korea. The Journal of Special Children Education, 17(3), 203-231. https://doi.org/10.21075/kacsn.2015.17.3.203
  11. Kang, H. S., & Bak, B. G. (2014). A Meta-Analysis on the effects of Creativity programs, The Korean Journal of Educational Psychology. 24(4), pp. 735-759.
  12. Kim, J. (2011). A Cubic Model for STEAM Education. The Journal of Korea Technology Education Association, 11(2), 124-139.
  13. Kim, J., Park, E., Park, J., Bang, D., Lee, Y., & Yoon, H. (2015). A Meta-Analysis on the Effects of Integrated Education Research. Journal of the Korean Association for Research in Science Education, 35(3).
  14. Kim, J. & Won, H. (2014) The Effect of Creativity in STEAM Education by Meta-Analysis in Elementary school. Journal of Educational Evaluation, 27, 965-985.
  15. Kim, W. (2012). STEAM Program Development and Application for Improving Creativity of the Gifted Elementary Student about Math : Focused on 4D-Frame Teaching Aid Activity. The Graduate School of Korea national University of Education. Master's thesis.
  16. Kook, S., Han, H., Kim, G., & Choi, K. (2008). The Anti-diabetic Effect of Ginseng in Experimental Diabetic Rats: Meta Analysis. Journal of the Korean Data Analysis Society.
  17. Lee, S. (2013). A Meta Analysis on Variables of Satisfaction in Elder's Lifelong Education. The Graduate School of Soongsil University. Master's thesis.
  18. Lee, H. (2004). The Effects of Creative Cognition Training Program for Elementary School Students' Creativity. The Korean Journal of Educational Psychology, 18(3), 211-229.
  19. Lee, H., Kwon, Y., Kim, S., Son, S., Han, W. S., Hong, S. K., Park, B. Y., & Jeon, J. (2014). An analysis of the trends of domestic research related to integrated education in science. Journal of Research in Curriculum Instruction, 18(2), 295-319. https://doi.org/10.24231/rici.2014.18.2.295
  20. Lee, H., Son, D., Kwon, H., Park, K., Han, I., Jung, H., Lee, S., Oh, H., Nam, J., & Oh, Y. (2012). Secondary Teachers' Perceptions and Needs Analysis on Integrative STEM Education. Journal of the Korean Association for Research in Science Education, 32(1).
  21. Lee, S., & Lee, H. (2013). The Effects of Science Lesson Applying STEAM Education on the Creativity and Science Related Attitudes of Elementary School Students. Journal of Korean Elementary Science Education, 32(1), 60-70.
  22. Lee, Y. & Cho, Y. (2014). A Meta-Analysis of the Effects of Creativity Training Programs in Elementary Practical Arts. .Journal of Korean practical arts education, 27(2).
  23. Nickerson, R. S. (1999). Enhancing creativity. YN: Cambridge university press.
  24. Oh, S. (2011). Theory and Practice of Meta-analysis. press. kunkuk.
  25. Park, H., & Shin, Y. (2012). Effects of Science Lesson Applying STEAM Education on Self-efficacy, Interest, and Attitude towards Science. Biology Education, 40(1), 132-146. https://doi.org/10.15717/bioedu.2012.40.1.132
  26. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological bulletin, 86(3), 638. https://doi.org/10.1037/0033-2909.86.3.638
  27. Ryu, J. (2012). The Effects of Brain based STEAM Education on Creativity and Emotional Intelligence of the Science Gifted Elementary Students and Elementary General Students. The Graduate School of Korea national University of Education. Master's thesis.
  28. Suh, M. (2009). The Effect of Creativity Course on Creative Personality and Creativity for Graduate Students in Education. The Journal of Yeolin Education, 17, 1-25.
  29. Torrance, E. P. & Ball, O. E. (1992). Torrance Tests of Creative Thinking: Streamlined scoring guide Firgural A and B. Bensenville, IL: Scholastic Testing Service.
  30. Wolf, F. (1986). Meta-analysis: Quantitative methods for research synthesis. Beverly Hills, CA: Sage.

Cited by

  1. HTE-STEAM(융합인재교육) 프로그램 개발 및 효과 : 자유학기제 수업 활용 사례를 중심으로 vol.11, pp.3, 2017, https://doi.org/10.15523/jksese.2018.11.3.224