A Study on the Current Status of STEAM Education

A Theoretical Need for Applying Flipped Learning to STEAM Education

“…It is true that the teachers who implemented STEAM recognize the importance of the integrated education method (Noh & Ahn, 2012). However, it has been pointed out that not only do the teachers need less work in implementing STEAM, but also the teachers do not seem to know the difference be-tween STEAM and the traditional science education (Park et al, 2016). Therefore, in order to solve these difficulties faced by teachers and to fulfill the purpose of STEAM successfully, it is necessary to expand the class time, to diversify the class space, to use various teaching materials in a communicative way, to secure communication space between teachers and learners, to provide individualized learning materials which take individual differences of learners into account (Lim, Kim, & Lee, 2014).…”

The Potential of Arts-Integrated STEM Approaches to Promote Students’ Science Knowledge Construction and a Positive Perception of Science Learning

“…The difficulty STEAM teachers face in integrating arts-related content with the teaching of core science concepts (Choi, Lee, & Noh, 2015;Sim, Lee, & Kim, 2015;Son, Jung, Kwon, Kim, & Kim, 2012); 2. An incomplete understanding among teachers of the underlying principles and goals of STEAM (Park, Byun, Sim, Baek, & Jeong, 2016); 3. Insufficient curriculum time for the teaching of core science concepts alongside integration of the arts into the lessons (KOFAC, 2012); and 4.…”

“…Next, having selected the arts or culture content, there is the question of how to use the arts/culture event in teaching/learning activities so that students appreciate the role and relevance of the science concept in a familiar social-cultural experience (Chu et al, 2018;KOFAC, 2018). The lack of experience and skill among teachers when it comes to incorporating arts activities that can develop students' understanding of a science concept has led to teachers including arts-related activities simply for their own sake, without them playing any part in demonstrating the target science concept (Park et al, 2012;Park et al, 2016). The problem is particularly acute for secondary school science teachers, the majority of whom majored in science at university and may feel inadequate in their knowledge of non-science fields such as literature, visual arts, and history.…”

A Study of STEAM Model Development and Assessment Method for Deep Learning: Through the Voice of Mimesis and Brontë

“…However, most of the STEAM studies were targeted for middle school students in the free-semester system, high or elementary school students. Generally, 27.1% (n = 3,127) of all the elementary, middle, and high schools were assumed to carry out STEAM in 2015 (Park, Byun, Sim, Baek, & Jeong, 2016). Although STEAM such as a convergence class of literature and theatrical performance using Shakespeare's Hamlet (2008) and Martyn Ford's Five Short Plays (2008) was tried as liberal education to cultivate learners' humanity (Choi & Lee, 2016), it has rarely been developed for undergraduates.…”