The purpose of this study is to develop an instructional design model of technology education that can foster STEM integrated approach in the aspect of instructional method, and therefore the model can help teachers to implement the integrated approac...
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STEM 통합 접근의 기술 수업 설계 모형 개발 = (The) development of instructional design model for STEM integrated approach in technology education
한글로보기https://www.riss.kr/link?id=T12532414
- 저자
-
발행사항
대전 : 충남대학교, 2011
-
학위논문사항
학위논문(박사) -- 충남대학교 대학원 , 공업기술교육학과 기술교육전공 , 2011
-
발행연도
2011
-
작성언어
한국어
-
KDC
376.645 판사항(5)
-
DDC
607.12 판사항(21)
-
발행국(도시)
대전
-
형태사항
viii, 246 p. : 삽화 ; 26 cm
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일반주기명
STEM은 "Science, Technology, Engineering, Mathematics"의 약어임
참고문헌: p. 190-199 -
소장기관
- 국립중앙도서관
- 충남대학교 도서관
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
인용문이 복사되었습니다.
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study is to develop an instructional design model of technology education that can foster STEM integrated approach in the aspect of instructional method, and therefore the model can help teachers to implement the integrated approach in the classroom. To develop the instructional design model for STEM integrated approach in technology education, this study aimed to:
a. Identify the major elements of STEM integrated approach in technology education.
b. Develop the theoretical and conceptual framework based on the identified major elements.
c. Identify instructional strategies of STEM integrated approach in technology education.
d. Identify systemic procedures of the instructional design model.
e. Develop the initial model and instructional materials.
f. Implement and validate the developed instructional design model.
This study included the literature study, content analysis, survey, and case study to follow above process. First, literature study was conducted to find out the elements and procedures of traditional approach and integrated approach. In addition, literature study was used to frame the initial model and instructional materials for STEM education. Second, content analysis was conducted to identify elements and procedures in STEM integrated approach. Two experts in technology education reviewed and validated the elements and procedures of the instructional design model. Third, this study conducted the survey to verify the validity of the theoretical and conceptual framework and the initial model of STEM integrated approach in technology education. Fifteen educational experts participated the survey. Forth, case study demonstrated the implementation of the initial design model in the technology education classroom. Six school teachers applied the model to plan their lectures and develop materials, and teachers’ experiences were discussed in this study.
The result of this study are as follows:
First, the theoretical framework of STEM integrated approach includes learner-centered, collaborative, performance- centered. And it is the type of the inter-disciplinary approach. It integrated the technological problem centered and the evaluation is executed in form of direct and indirect assessment.
Second, the conceptual framework defined the domain knowledge of technology, mathematics, science, and engineering.
Third, this study suggested the instructional design model for STEM integrated approach with ten sub-components: 1)conducting needs analysis and identifying learning objectives, 2)conducting content analysis of exiting learning materials, 3)selecting STEM lesson units, 4)analyzing learner characteristics and learning environments, 5)developing practical learning tasks based on the unit analysis and insight of STEM area, 6)identifying sequence of STEM lesson units, 7)stating learning and performance objectives of STEM lesson, 8)selecting and designing instructional strategies of STEM lesson, 9)developing instructional materials and 10)developing the assessment tool.
Forth, this study found that those ten components were efficient and effective to develop lesson plans and instructional materials for STEM integrated approach in the technology education classroom.
a. Identify the major elements of STEM integrated approach in technology education.
b. Develop the theoretical and conceptual framework based on the identified major elements.
c. Identify instructional strategies of STEM integrated approach in technology education.
d. Identify systemic procedures of the instructional design model.
e. Develop the initial model and instructional materials.
f. Implement and validate the developed instructional design model.
This study included the literature study, content analysis, survey, and case study to follow above process. First, literature study was conducted to find out the elements and procedures of traditional approach and integrated approach. In addition, literature study was used to frame the initial model and instructional materials for STEM education. Second, content analysis was conducted to identify elements and procedures in STEM integrated approach. Two experts in technology education reviewed and validated the elements and procedures of the instructional design model. Third, this study conducted the survey to verify the validity of the theoretical and conceptual framework and the initial model of STEM integrated approach in technology education. Fifteen educational experts participated the survey. Forth, case study demonstrated the implementation of the initial design model in the technology education classroom. Six school teachers applied the model to plan their lectures and develop materials, and teachers’ experiences were discussed in this study.
The result of this study are as follows:
First, the theoretical framework of STEM integrated approach includes learner-centered, collaborative, performance- centered. And it is the type of the inter-disciplinary approach. It integrated the technological problem centered and the evaluation is executed in form of direct and indirect assessment.
Second, the conceptual framework defined the domain knowledge of technology, mathematics, science, and engineering.
Third, this study suggested the instructional design model for STEM integrated approach with ten sub-components: 1)conducting needs analysis and identifying learning objectives, 2)conducting content analysis of exiting learning materials, 3)selecting STEM lesson units, 4)analyzing learner characteristics and learning environments, 5)developing practical learning tasks based on the unit analysis and insight of STEM area, 6)identifying sequence of STEM lesson units, 7)stating learning and performance objectives of STEM lesson, 8)selecting and designing instructional strategies of STEM lesson, 9)developing instructional materials and 10)developing the assessment tool.
Forth, this study found that those ten components were efficient and effective to develop lesson plans and instructional materials for STEM integrated approach in the technology education classroom.
The purpose of this study is to develop an instructional design model of technology education that can foster STEM integrated approach in the aspect of instructional method, and therefore the model can help teachers to implement the integrated approach in the classroom. To develop the instructional design model for STEM integrated approach in technology education, this study aimed to:
a. Identify the major elements of STEM integrated approach in technology education.
b. Develop the theoretical and conceptual framework based on the identified major elements.
c. Identify instructional strategies of STEM integrated approach in technology education.
d. Identify systemic procedures of the instructional design model.
e. Develop the initial model and instructional materials.
f. Implement and validate the developed instructional design model.
This study included the literature study, content analysis, survey, and case study to follow above process. First, literature study was conducted to find out the elements and procedures of traditional approach and integrated approach. In addition, literature study was used to frame the initial model and instructional materials for STEM education. Second, content analysis was conducted to identify elements and procedures in STEM integrated approach. Two experts in technology education reviewed and validated the elements and procedures of the instructional design model. Third, this study conducted the survey to verify the validity of the theoretical and conceptual framework and the initial model of STEM integrated approach in technology education. Fifteen educational experts participated the survey. Forth, case study demonstrated the implementation of the initial design model in the technology education classroom. Six school teachers applied the model to plan their lectures and develop materials, and teachers’ experiences were discussed in this study.
The result of this study are as follows:
First, the theoretical framework of STEM integrated approach includes learner-centered, collaborative, performance- centered. And it is the type of the inter-disciplinary approach. It integrated the technological problem centered and the evaluation is executed in form of direct and indirect assessment.
Second, the conceptual framework defined the domain knowledge of technology, mathematics, science, and engineering.
Third, this study suggested the instructional design model for STEM integrated approach with ten sub-components: 1)conducting needs analysis and identifying learning objectives, 2)conducting content analysis of exiting learning materials, 3)selecting STEM lesson units, 4)analyzing learner characteristics and learning environments, 5)developing practical learning tasks based on the unit analysis and insight of STEM area, 6)identifying sequence of STEM lesson units, 7)stating learning and performance objectives of STEM lesson, 8)selecting and designing instructional strategies of STEM lesson, 9)developing instructional materials and 10)developing the assessment tool.
Forth, this study found that those ten components were efficient and effective to develop lesson plans and instructional materials for STEM integrated approach in the technology education classroom.
목차 (Table of Contents)
- I. 서론 1
- 1. 문제의 제기 1
- 2. 연구의 목적 4
- 3. 연구의 내용 4
- 4. 용어의 정의 5
- I. 서론 1
- 1. 문제의 제기 1
- 2. 연구의 목적 4
- 3. 연구의 내용 4
- 4. 용어의 정의 5
- 5. 연구의 제한점 5
- II. 이론적 배경 7
- 1. STEM 통합 접근의 이론적 고찰 7
- 가. 기술 교육에서의 통합 교육 7
- 나. STEM 통합 교육 12
- 2. 수업 설계 모형의 탐색 30
- 가. 수업 설계 모형의 유형 30
- 나. 기술 교육에서의 수업 설계 모형 45
- 3. STEM 통합 접근의 기술 수업 설계 모형(안) 50
- 가. 수업 설계를 위한 요소 도출 50
- 나. 모형의 핵심 아이디어 59
- 다. 모형의 설계 전략 77
- 라. 모형의 핵심 설계 프로세스 80
- 마. 모형의 초안 101
- III. 연구 절차 및 방법 106
- 1. 연구 절차 106
- 2. 연구 방법 107
- 가. 문헌 연구 107
- 나. 내용 분석 연구 107
- 다. 조사 연구 108
- 라. 사례 연구 109
- IV. STEM 통합 접근의 기술 수업 설계 모형 검증 121
- 1. 전문가에 의한 타당화 : 조사 연구 121
- 가. 결과 분석 121
- 나. 모형의 1차 수정 122
- 2. 현장 교사에 의한 타당화 : 사례 연구 130
- 가. 결과 분석 130
- 나. 모형의 2차 수정 174
- 3. 최종 모형 178
- V. 요약, 결론 및 제언 185
- 참고문헌 190
- ABSTRACT 200
- 부록 203
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