Secondary School Teachers' Perception on STEAM Education and Their Satisfaction on Teachers' Training Program

강창익,; 이상칠,; 강경희,

doi:10.15564/jeri.2013.11.15.2.1

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• is consistent with accepted learning principles • may be interdisciplinary, transdisciplinary, or multidisciplinary in nature (Drake, 2007); • purposefully engages students in integrative thinking that ranges from simple to complex; • purposefully engages and assesses students in the application of gradeappropriate S, T, E, & M concepts and practices in designing, making, and evaluating solutions to authentic problems; • provides a robust context for integrative STEM-related learning associated with all levels of the cognitive and effective taxonomies (Bloom et al, 1956) 모델은 (Kang, Lee, & Kang, 2013;Son et al, 2012;Oh, 2012;, STEAM 교육의 방향 모색 및 이론적 모형 제안 (Kwon, Park, & Lee, 2011; 2012 ;Oh, 2012;Lim, 2012;Jo & Kim;Choi et al, 2012), STEAM 교육을 고려한 교육과정 개발 Lee & Cho, 2014) (Jo & Kim, 2013…”

Section: Transdisciplinarymentioning

confidence: 99%

Understanding STEM, STEAM Education, and Addressing the Issues Facing STEAM in the Korean Context

Sim¹,

Lee²,

Kim³

2015

Journal of The Korean Association For Science Education

View full text Add to dashboard Cite

Since 2011, after beginning of the systematic study on STEAM education, South Korea has developed a number of related programs. At this point we see that this is the time to clarify the challenges. The purpose of this study is to clarify the characteristics of their education through the review of many domestic and foreign papers in order to propose the challenges of STEAM education of Korea. The results are as follows. First, the course of integration cannot be separated by the difference in superiority but should be separated in accordance with the purpose of integration. Second, curriculum integration such as STEAM education is characterized by the emphasis on horizontal linking than vertical depth fusion. Accordingly, the content knowledge and vertical linkages are inevitably weakened. In order to overcome this problem, the key concepts and features that were emphasized in the previous curriculum need to also be emphasized in STEAM training, and the comparative study on the core concept and function of each subjects should be preceded. Third, after looking upon the current situation of our country's fusion research and talent training, the limits and the challenges that need to be overcome has been suggested. Fourth, with the basis on research results, we offered an example of the approach on STEAM education which is applicable to the current situation and proposed the challenges and implications that need to be addressed in the STEAM education of Korea in educational contexts such as curriculum, teaching and learning, and evaluation.

show abstract

Section: Transdisciplinarymentioning

confidence: 99%

Understanding STEM, STEAM Education, and Addressing the Issues Facing STEAM in the Korean Context

Sim¹,

Lee²,

Kim³

2015

Journal of The Korean Association For Science Education

View full text Add to dashboard Cite

show abstract

“…In order to successfully introduce STEAM education, it is necessary to first examine teachers' perceptions of inclusive education and STEAM methods. In the case of Korea, there were several studies on the perceptions of educators at the beginning of the introduction of STEAM education (Shin & Han, 2011;Son, Jung, Kwon, Kim, & Kim, 2012;Kang, Lee, & Kang, 2013). Research from Korea has been particularly persuasive to argue that given sufficient support from the government, an effective reconstruction of the national curriculum, and significant changes in the national assessment system, STEAM education can be an effective method for improving student content learning overall (Korea Foundation for the Advancement of Science and Creativity [KOFAC], 2014;Park, Byun, Sim, Han, & Baek, 2016;Kang, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the Impact of STEAM Education Reform on Teachers’ Perceptions about STEAM in Uzbekistan

Lee

2021

Asia-Pac. Sci. Educ.

View full text Add to dashboard Cite

In an effort to reform education, Uzbekistan has adopted STEAM education as a basic principle of educational reform. However, as these efforts are largely being made from a top-down manner, knowledge about STEAM education in schools and informal settings is not yet well known. This paper introduces Uzbekistan’s general education status and shares findings from surveys and interviews with in- and pre-service teachers, and professors about STEAM education. In addition, newspaper articles and government documents about STEAM education were analyzed to understanding how education reforms are being established. STEAM education is explored as a potential tool for helping to improve science teaching and learning in the Uzbekistan education system. Using survey responses and interviews, this paper shares how teachers think of STEAM education and makes suggestions for how the government can more effectively achieve reform goals related to STEAM education.

show abstract

“…Teachers in South Korea have recognized steam education as convergence education only on a simple level (Kang, Lee, Kang, 2013). Art is liberal arts, but it tends to focus more on simply superficially music, fine arts, and literature itself.…”

Section: Introductionmentioning

confidence: 99%

A Study on Convergence Education of Korean Language, Literature, History, Geography and Science in Steam Education: based on the classics

Chung¹

2015

Advanced Science and Technology Letters

View full text Add to dashboard Cite

This paper presented a study on the possibility of converging language education, classical literature, history, geography and science based on the classics. This study also tried to expand the true meaning of 'art' in steam education within the subjects of 'humanities' and social science. The significance of this paper is as follows. First, it that convergent education of literature and science was made from the ancient times; the origin of it is very long. Second, it found that a lot of scientific knowledge exists in literature, contributing to a deeper understanding of literature. Third, it found that literary creativity and imagination comes from accurate scientific knowledge. Fourth, that the classics offer a lot of convergent knowledge, namely geography, history, science, etc and convergent education helping to solve major problems and issues found in mankind. The real meaning of convergent education of language, literature, geography, history and science based on classics is here.

show abstract

Secondary School Teachers' Perception on STEAM Education and Their Satisfaction on Teachers' Training Program

Cited by 5 publications

References 0 publications

Understanding STEM, STEAM Education, and Addressing the Issues Facing STEAM in the Korean Context

Understanding STEM, STEAM Education, and Addressing the Issues Facing STEAM in the Korean Context

Examining the Impact of STEAM Education Reform on Teachers’ Perceptions about STEAM in Uzbekistan

A Study on Convergence Education of Korean Language, Literature, History, Geography and Science in Steam Education: based on the classics

Contact Info

Product

Resources

About