• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.47-59
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• 2013

The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.327-337
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• 2014

In this research, a subject substitute STEAM program was developed in context of a trend of STEAM education and a new science contents in a 2009 revised curriculum, which can replace the 2009 revised curriculum contents of 'Sound' unit in the third and the fourth grade. The developed program was taught to the 4th graders in a field. After applying the program, how students acknowledge the subject substitute STEAM program was analyzed through questionnaire. The research results were as follows. First, the subject substitute STEAM program of 3 sub programs was developed with centered around 'sound' unit for 4th graders. Second, students made a positive estimation of the STEAM program because of various activities and learning subject related to daily life. Third, they considered difficult term, necessary craft skills in creative design, understanding scientific principle and a lot of necessary time as difficulties of the STEAM program. And they also recognized that making stuff activity and learning aid material like activity sheet, picture and video helped to understand a lesson. Lastly, students had a positive thinking or negative thinking about STEAM program before they learn. But after learning the STEAM program, all of them showed their positive attitude to the STEAM program.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Korean Institute of Interior Design Journal
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• v.26 no.6
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• pp.24-32
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• 2017

STEAM education is an effective teaching method to develop self-problem-solving skills through creative thinking. In order to revitalize STEAM education, various program models are being developed recently. The purpose of this study is to develop a STEAM education program based on the project-based learing method that includes the process of solving global environmental problems. The STEAM element was extracted by linking the zero energy house design with the middle school curriculum, and the STEAM education program was developed considering career activities. It was analyzed whether the developed program can improve STEAM core competence and job preparation ability. The education program was conducted for middle school students and the program was evaluated through questionnaires. In order to strengthen the STEAM competency, project-based learning method was applied and it was able to enhance the active problem solving ability of learners. In addition, opportunities for career experience could be provided through career exploration programs and various activities. Through this STEAM education program, it is expected to contribute to cultivating human resources with convergence knowledge and core competency.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.11-23
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• 2012

For this study, we reviewed theoretical background of STEAM education and domestic and international case studies in STEAM education. By doing so, we developed and applied the STEAM Education Program through the use of Scratch. This program is designed for the 3rd and 4th lesson of 6th graders' science in elementary school. As a result, the creativity index and positive attitude about science of the students who went through the researched program increased with meaningful difference compared to that of the sample population. The result of this study shows that the STEAM Education Program, using Scratch, can improve creativity. And it is sure that it brings positive changes for the science-related affective domains.

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.3-15
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• 2020

With the 4th Industrial Revolution, educational change is required to cultivate the ability to adapt in the rapidly changing future. Accordingly, the importance of nurturing convergent talents to create new values using the humanities imagination, science and technology creativity, and engineering problem solving ability has emerged. The purpose of this study is to develop STEAM education program with Daedeok R&D Zone and KAIST resources for middle school and high school level. With this program, we investigated the effectivenss of STEAM education on creative problem solving ability, self-efficacy and the perception of STEAM education with pre-test and poste-test model. For this study, 91 students(46 middle school, 45 high school) participated in STEAM education program. As a result student participated in the STEAM program improved the creative problem-solving ability and students' interest in math and science. Also, students perceived STEAM program provided benefits of science-related career information. The suggestions were discussed based on the results.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.226-233
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• 2014

This study is to develop a subject substitute STEAM program which can be applied instead of classes in school field and to seek development plan of a subject substitute STEAM program based on that. The program was developed by experts on science education and teachers who participated in developing STEAM program business conducted by the Korea Foundation for the Advancement of Science and Creativity and one 6th grade located in small and medium city was chosen for application. As a result, the subject substitute STEAM program attracted students' interest and helped to understand for them. In addition, the development plan was found that teachers' participation is very important, an inquiry activity related to real life is to be included and enough activity time is helpful in students' understanding, when developing a subject substitute STEAM program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.12
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• pp.5770-5775
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• 2012

For this study, we reviewed theoretical background of STEAM education and domestic and international studies in STEAM education, by doing so, we developed and applied the STEAM education program based on topic-specific project. This program is designed for the 3rd and 4th lesson of 6th graders' science in elementary school. As a result, the positive attitude about science of the students who went through the researched program increased with meaningful difference compared to that of the sample population. The result of this study shows that the STEAM education program based on topic-specific project can brings positive changes for the science-related affective domains.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.261-270
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and STEAM Literacy through the use of the STEAM program utilizing Regional Science Experience Resource for elementary students. For the purpose of this study, a teaching plan and worksheet for students using STEAM Programs was developed and applied. The results of this study are as follows: First, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Second, the change in students' STEAM literach by applying the STEAM program utilizing Regional Science Experiences Resource has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, STEAM Program utilizing Regional Science Experiences Resource applied in this study might be useful to improve STEAM Literacy, and can be expected to improve scientific attitude and should be widely applied to Science education.

• Korean Institute of Interior Design Journal
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• v.26 no.6
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• pp.97-105
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• 2017

Korea is promoted STEAM education since 2011. Furthermore, in high school education, based on the in-depth elective course's teaching and learning contents of science. The STEAM program can improve students' competence because it encourages to self-directed learning through the vocational project performance. Therefore, in this study, we researched a design education program for the experience of fusion and complex design based on STEAM education concept. We developed an education program to design insulation wall systems using up-cycling concepts to increase energy efficiency. As a result, the characteristics of the fusion education and the theoretical study about the learner-centered education curriculum, the analysis of the high school curriculum, the STEAM elements, The program was revised and supplemented through consultation with STEAM experts. In addition, the developed program was applied to high school students, and each step were analyzed based on the educational method theory. The following results were obtained. First, this study presented a program to cope with the needs of high school intensive education. Second, it provided learning motivation by combining flipped-learning as a way to train STEAM education contents. Third, it is required to develop differentiated and continuous program development and data sharing Fourth, in order to operate and promote the future environment design STEAM school, it is necessary to expand educational programs for high school students in the region through linkage with various universities.