STEAM 프로그램을 적용한 수업이 중학생의 학업성취도, 창의적 사고, 과학적 태도 및 진로성숙도에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects how the STEAM program applied to lesson affects middle school students' Study Achievement, Creative Thinking, Scientific Attitude and Career Maturity. The objects of this study were chosen on the 3rd grade students in Kyung Un Middle School located in GimHae, Gyeongsangnam-do. We selected the experimental group from 2 classes(1 male class, 1 female class) while selecting the comparative group from the other 2 classes(1 male class, 1 female class). The study included two months of STEAM program lesson, 2 hours per a week. The Study Achievement, Creative Thinking, Scientific Attitude and Career Maturity Questionnaire were examined before the lesson and also examined after the lesson. The Study Achievement was analyzed by comparing grade of 1st semester with 2nd semester, checked the improvement of grade and recorded the concept formation process of students. Finally, the students were interviewed to listen the opinions for the STEAM program lesson.
The results are summarized as follow,

First. The STEAM program lesson appeared that it can affect the improvement of Study Achievement of mid-and low group of grade of middle school student. The mid-and low group of grade were easy to understand the concepts and basic principles of science by improving lesson participation and provoking interest in experience based lesson. But activity based lesson did not have a positive effect on the high group of grade because it made hard to handle in-depth contents and set learning contents.
Second. The STEAM program lesson appeared that it had a positive effect on the Creative Thinking of high-and mid group of grade of middle school student. Following the sub-elements, High level group had a effect on the original thinking, sophisticated thinking and flexible thinking. Middle level group showed significant improvement in fluent thinking, original thinking, sophisticated thinking and flexible thinking. Low level group was statistically significant in the fluent thinking.
Third. The STEAM program lesson appeared that It had a effect on the improvement of Scientific Interest and Attitude of middle school student. In high level group, It was statistically significant in the scientific interest and attitude and it appeared statistically significant in the scientific interest and attitude in the middle level group. It was not statistically significant under the low level group though activity based lesson made the lesson participation high.
Forth. STEAM program lesson appeared that It had positively effect on Career Maturity of high-and low group of grade of middle school student. In high level group, there were significant improvement on independence and planning in attitude area. And in ability area, self-understanding, rational decision making, knowledge of general career showed significant improvement and there were significant improvement on career exploration and preparation in activity area. In middle level group, there were significant improvement on independence, planning, and attitude of career in attitude area, and there were significant improvement on self-understanding, rational decision making, knowledge of preferred career in ability area. In low level group, it showed that there were no significant improvement on attitude, ability, and activity area.
Fifth. The reaction about the STEAM program lesson was positive to the students. Rather than lecture method lesson, creative design through a variety of experiences, experiments and emotional experiences made a chance to participate in the lesson actively.

Through out the results of study, we could know that STEAM program lesson had a effect on the middle school students' Study Achievement, Creative Thinking, Scientific Attitude and Career Maturity and got significant results in each leveling group.
So, if the STEAM program lesson which considers the level of students is activated, It can contribute student to become a creative and outstanding personnel required in the 21st century information-oriented society.

Key-words : STEAM, STEAM program, Scientific Attitude, Creative Thinking, Career Maturity, Study Achievement

목차 (Table of Contents)

• 차 례
• 표 차례 ⅳ
• 그림 차례 ⅵ
• 논문 요약 ⅶ
• Ⅰ. 서론
• 1. 연구의 목적 및 필요성 1
• 2. 연구내용 4
• 3. 연구의 제한점 5
• 4. 용어의 정의
• (1) STEAM 6
• (2) 학업성취도 6
• (3) 창의성 6
• (4) 과학적 태도 7
• (5) 진로성숙도 7
• Ⅱ. 이론적 배경
• 1. STEM 교육 8
• 2. STEAM 교육
• (1) STEAM 교육의 개념 9
• (2) STEAM 교육이론 13
• (3) STEAM 학습준거(틀) 15
• 3. 학업성취도 17
• 4. 창의성
• (1) 개념 18
• (2) 구성요소 20
• 5. 과학적 태도
• (1) 개념 21
• (2) 구성요소 22
• 6. 진로성숙도
• (1) 개념 23
• (2) 진로성숙모형 25
• 7. 선행연구 고찰
• (1) 학업성취도에 관한 선행연구 27
• (2) 창의성과 과학적 태도에 관한 선행연구 28
• (3) 진로성숙도에 관한 선행연구 30
• Ⅲ. 연구 내용 및 방법
• 1. 연구 절차 33
• 2. 연구 대상 및 기간 35
• 3. 연구 설계 36
• 4. 연구 방법 37
• 5. STEAM 프로그램을 적용한 ‘전해질과 이온’ 단원 수업내용의 재구성
• (1) 중학교 3학년 2학기 ‘전해질과 이온’ 단원 수업내용의 재구성 의도 38
• (2) STEAM 프로그램을 적용한 ‘전해질과 이온’ 단원 재구성 내용 40
• 6. 측정도구
• (1) 검사도구의 신뢰성 검증 43
• (2) 진로성숙도 45
• (3) 창의적 사고 46
• (4) 과학적 태도 46
• (5) 학업성취도 48
• (6) 녹음자료 48
• (7) 학생들의 의견 수집 48
• 7. 자료 처리 49
• Ⅳ. 연구결과
• 1. 학업성취도 50
• 2. 창의적 사고 53
• 3. 과학적 태도 61
• 4. 진로성숙도 68
• 5. 토의과정 분석 89
• 6. STEAM 프로그램을 적용한 수업 실시 후 학생들의 의견 분석 94
• Ⅴ. 결론 및 제언
• 1. 결론 98
• 2. 제언 100
• 참고문헌 102
• 부록 112
• <부록 1> 창의적 사고 활동 검사지 113
• <부록 2> 과학적 태도 검사지 115
• <부록 3> 진로성숙도 검사지 119
• <부록 4> 학습지도안 131
• <부록 5> 학생활동지 141
• Abstract 169