지진에 대한 과학 탐구 기반의 STEAM 교육 프로그램 개발과 적용 = Development and Application of the Scientific Inquiry-based STEAM Education Program about Earthquakes

다국어 초록 (Multilingual Abstract)

The purposes of this study were to develop a scientific inquiry-based STEAM education program and to investigate its effect on changing middle school students’ self-efficacy in science, job awareness, and attitudes toward STEM. A scientific inquiry-based STEAM program was developed with the theme of ‘earthquakes’, using the ADBA model, which was taking up the total of six class periods. The final program, which had been revised and completed after being pre-tested with middle school students, was implemented to 105 third-graders of middle school in a metropolitan city. One sample pre-post paired t-test before and after applying the program to the same group was conducted, and its effectiveness was analyzed in terms of self-efficacy in science, job awareness, attitudes toward science, technology, engineering and mathematics. Results showed that the STEAM program on the theme of ‘earthquakes’ demonstrated its effect on improving the students’ of self-efficacy in science subject and their awareness of science-related jobs. Furthermore, this program indicated a statistical significance in improving middle school students’ attitudes, awareness, and abilities, values, and continuing interest towards science, technology, engineering, and mathematics. Therefore, we suggest that this scientific inquiry based STEAM program be used to help students to improve their scientific investigation skills as well as their creative and integrated thinking abilities in schools.

국문 초록 (Abstract)

이 연구의 목적은 과학 탐구 기반의 융합인재교육(STEAM) 프로그램을 개발하고 적용하여 중학생의 과학 자기효능감, 진로 인식, STEM에 대한 태도 변화를 검증하는데 있다. 과학 탐구 기반의 STEAM 교육 프로그램은 ‘지진’을주제로 ADBA 모형에 적용하여 총 6차시 분량으로 개발하였다. 중학생을 대상으로 예비적용을 거쳐 수정·보완하여 최종적으로 개발된 프로그램은 광역시 소재의 H 중학교 3학년 학생 105명을 대상으로 효과성을 검증하였다. 자료 분석은단일집단 사전·사후 대응표본 t-검증을 실시하여 수업 전·후의 과학 자기효능감, 진로 인식, 과학·기술·공학·수학에 대한 태도의 변화에 대하여 효과성을 분석하였다. 결론적으로, ‘지진’을 주제로 한 과학 탐구 기반의 융합인재교육프로그램은 학생들의 과학 자기효능감과 과학 관련 진로 인식의 향상에 효과가 있었다. 그리고 과학, 기술, 공학, 수학에 대한 태도의 인식, 능력, 가치, 흥미의 지속 영역에서 고르게 유의미한 효과가 나타났다. 개발된 과학 탐구 기반의융합인재교육 프로그램은 학교 현장에서 충분하게 적용될 수 있으며, 이를 통해 과학적 탐구 능력의 향상과 창의·융합적 사고를 지닌 인재를 기르는데 도움이 될 것이다.

참고문헌 (Reference)

1 문찬원, "특성화고등학교에서 ‘지게차 모형’ 만들기의 창의적 STEAM 수업자료 개발" 한국직업교육학회 31 (31): 103-121, 2012

2 성의석, "통합적 STEM 교육이 일반고등학교 학생의 과학 및 기술교과 자기효능감과 공학 태도에 미치는 효과" 한국기술교육학회 12 (12): 255-274, 2012

3 이효녕, "통합 교육과 통합 STEM 교육에 대한 초등교사의 인식" 교육연구원 27 (27): 117-139, 2011

4 이효녕, "통합 STEM 교육에 대한 중등 교사의 인식과 요구" 한국과학교육학회 32 (32): 30-45, 2012

5 오태희, "진로가치명료화 프로그램이 고등학생의 진로의식성숙 및 진로의사결정능력에 미치는 효과" 한국상담학회 3 (3): 439-447, 2002

6 안성호, "지진해일 재해정보도 제작" 한국방재학회 10 (10): 127-133, 2010

7 장정태, "지진재해를 대비한 효과적인 대응책 연구" 위기관리 이론과 실천 7 (7): 203-222, 2011

8 박소정, "중학교 전자 기계 기술 단원에서 활용할 오토마타 만들기 STEAM 수업자료 개발 및 적용" 한국기술교육학회 12 (12): 199-220, 2012

9 배선아, "중학교 전기전자기술 영역의 활동 중심 STEM 교육프로그램 개발 및 적용" 대한공업교육학회 36 (36): 1-22, 2011

10 박병열, "중등 과학 영재학생들의 시스템 사고력 향상을 위한 융합인재교육 프로그램의 개발 및 적용" 한국영재학회 24 (24): 421-444, 2014

11 박혜원, "융합인재교육(STEAM)을 적용한 과학수업이 자기효능감, 흥미 및 과학 태도에 미치는 영향" 한국생물교육학회 40 (40): 132-146, 2012

12 백윤수, "우리나라 STEAM 교육의 방향" 학습자중심교과교육학회 11 (11): 149-171, 2011

13 김진영, "생명과학 중심의 STEAM 프로그램이 고등학생의 과학에 대한 정의적 영역과창의성에 미치는 영향" 한국생물교육학회 41 (41): 531-543, 2013

14 손원숙, "다수준 배경변인과 학업성취도 간의 관계: PISA 2003~2006 결과를 중심으로" 사범대학부속중등교육연구소 57 (57): 235-253, 2009

15 배선아, "기술기반 STEAM 교육이 중학생의 기술적 태도에 미치는 영향" 대한공업교육학회 36 (36): 47-64, 2011

16 이은상, "기술교과 정보통신기술 단원에서 STEAM 적용 수업이 중학생의 기술적 사고 성향에 미치는 효과" 한국기술교육학회 13 (13): 128-155, 2013

17 송정범, "교육용 로봇을 활용한 STEM 통합교육이 학업성취, 교과태도에 미치는 효과" 한국정보교육학회 15 (15): 11-22, 2011

18 이효녕, "과학 탐구 기반의 통합적 STEM 교육 모형 개발 및 적용" 한국과학교육학회 34 (34): 63-78, 2014

19 이효녕, "공학적 설계와 과학 탐구 과정 기반의 STEM 교육 프로그램 개발 및 적용" 교육연구원 29 (29): 301-326, 2013

20 배선아, "공업계열 전문계 고등학교 화공 분야의 STEM 교육에 대한 화공교사의 인식과 요구" 대한공업교육학회 35 (35): 44-67, 2010

21 Kim, C., "The theory and practice of career education" Korean Studies Information 38-, 2000

22 Yang, H., "The survey of understanding regarding the career education of middle school students and the development of science-centered career education program for third grade in middle school" Ehwa Womans University 2005

23 Gauld, C, "The scientific attitude and science education: A critical reappraisal" 66 (66): 109-121, 1982

24 Tark, M., "The relationships among science selfefficacy, science attitudes and academic achievement of elementary student" Seoul National University of Education 2011

25 Kim, S., "The effects of career value clarification program on middle school students’ career identities and career decision-making abilities" Kosin University 2009

26 Yoo, S., "The effects of STEAM-based science career education on the awareness for science career of elementary school students" Gyeongin National University of Education 2015

27 Lee, Y., "The effects of STEAM education program based on creative design and scientific inquiry for interest, self-efficacy and career choice in middle school students" Kyungpook National University 2012

28 Pearson, G, "Technically speaking: Why all americans need to know more about technology" National Academies Press 2002

29 Achievement [IEA], "TIMSS 2011 international results in science" TIMSS & PIRLS 2012

30 International Association for the Evaluation of Educational Achievement [IEA], "TIMSS 2011 international results in mathematics"

31 Mahoney, M. P., "Student attitude toward STEM development of an instrument for high school STEMbased programs" 36 (36): 24-34, 2010

32 International Technology Education Association [ITEA]., "Standards for technological literacy: Content for the study of technology"

33 Bandura, A, "Social foundation by thought and action" Prentice-Hall 1986

34 Bandura, A, "Self-efficacy: Toward a unifying theory of behavioral change" 84 (84): 191-215, 1977

35 Britner, L, "Self-efficacy beliefs, motivation, race, and gender in middle school science" 7 (7): 271-285, 2001

36 Chiappetta, E, "Science instruction in the middle and secondary schools" Merrill 2002

37 Kwon, Y, "Science education: From thinking to learning" Bookshil Publishing Company 2013

38 Ministry of Education, Science, and Technology [MEST], "Science curriculum[no. 9]"

39 Ministry of Education [MOE], "Science curriculum (MOE Notification No. 2015-74)"

40 Ministry of Education, Science and Technology [MEST], "Science curriculum (MEST Notification No. 2011-361)"

41 Sanders, M., "STEM, STEM education, STEM mania" 68 (68): 20-26, 2009

42 김진수, "STEAM 교육을 위한 큐빅 모형" 한국기술교육학회 11 (11): 124-139, 2011

43 Kolodner, J. L., "Problem-based learning meets case-based reasoning in the middleschool science classroom: Putting learning by design into practice" 12 (12): 495-547, 2003

44 National Council of Teachers of Mathematics [NCTM], "Principles and standards for school mathematics"

45 Bandura, A, "Perceived self-efficacy in cognitive development and functioning" 28 (28): 117-148, 1993

46 Organization for Economic Cooperation and Development [OECD], "PISA 2009: What students know and can do, Vol. 1" OECD 2010

47 Organization for Economic Cooperation and Development [OECD], "PISA 2006: Science competencies for tomorrow’s world, Vol. 1" OECD 2007

48 National Research Council [NRC], "Next generation science standards" National Academies Press 2013

49 National Research Council [NRC], "National science education standards: A guide for teaching and learning" National Academy Press 1996

50 Ministry of Education and Science Technology [MEST], "National middle school curriculum (III):Mathematics, Science, Technology°§Home Economics"

51 Organization for Economic Cooperation and Development [OECD], "Learning for tomorrows world: First results from PISA 2003" OECD 2003

52 Organization for Economic Cooperation and Development [OECD], "Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000" OECD 2000

53 Mark Sanders, "Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues" 사범대학부속중등교육연구소 59 (59): 729-762, 2011

54 National Research Council [NRC], "Inquiry and national science education standards: A guide for teaching and learning" National Academy Press 2000

55 Hughes, B, "How to start a STEM team: With little chance to learn in school how science and math skills might translate into professionally useful knowledge, students are unable to make informed choices about further education and work options" 69 (69): 27-, 2009

56 Yoon, M., "Effects of thinking styles on academic achievement with the mediators of academic motivation and subject-specific interests" Korea University 2003

57 Seo, J, "Effects of STEAM program development and application for the lower grades of elementary school" 25 (25): 1-14, 2012

58 Jung, G, "Earthquake and urban safety: Occurrence and steps of earthquake in Korea" 43 (43): 12-25, 2008

59 Seo, B, "Development and implementation of creative design and scientific inquiry-based STEM education program" Kyungpook National University 2012

60 Fortus, D, "Designbased science and student learning" 41 (41): 1081-1110, 2004

61 Kim, A.Park, I., "Construction and validation of academic self-efficacy scale" 39 : 95-123, 2001

62 Apedoe, X, "Bringing engineering design into high school science classrooms: The heating/cooling unit" 17 (17): 454-465, 2008

63 Osborne, J., "Attitudes towards science: A review of the literature and its implications" 25 (25): 1049-1079, 2003

64 Son, E, "Analysis of the factors affecting the students’ career choice related to science" 7 (7): 113-123, 2003

65 Mooney, M.A, "Adventure engineering: A design centered, inquiry based approach to middle grade science and mathematics education" 91 (91): 309-318, 2002

66 Ministry of Education and Science Technology [MEST], "2009 Revised national high school curriculum"

67 Ministry of Education and Science Technology [MEST], "2007 Revised national science curriculum"