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논문 기본 정보

자료유형
학위논문
저자정보

고한범 (공주대학교, 공주대학교 교육대학원)

지도교수
김희수
발행연도
2014
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공주대학교 논문은 저작권에 의해 보호받습니다.

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초록· 키워드

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Nowadays, the creative ideas and scientific technique are the age of national competitiveness. But Korean students interest in science is the lowest level in the world. Therefore the new science education method that we makes the interest of students to solve this problem is necessary. In that way, STEAM education is pushed ahead which is infused art into STEM education. But, developing and studying program is insufficient because of trial initial. In the study, I want to know that the program’s effect to middle school students about thinking of scientific affective domain. In this reason, I make 13 units STEAM education program which is highlight on ‘The solar system’ and apply to 100 peoples who are spend seconds season in middle school. And also, I checked effective domain about science before & after of application, and made statistical analysis.
A result of research as following: First, we make 13 units STEAM education program which is highlight on ‘The solar system’ : second year courses of a middle school. Second, STEAM education program is effective to develop thinking of scientific affective domain. All of section''s score, such as realization, interest, attitude, about science increased and the result was statistically meaningful in significance level 0.05. Especially, very effective to increase interest section in affective domain.
The program which is developed will be used for normative reference if follow-up study about STEAM education program start. And it will be good for making STEAM education program as a baseline data using in school duties classes.

목차

Ⅰ. 서 론 ··········································································· 1
1. 연구의 필요성 ································································ 1
2. 연구 내용 ······································································ 2
3. 연구의 제한점 ································································ 3
4. 용어 정리 ······································································ 3
1) 통합교육 ···································································· 3
2) STEAM(융합) 교육 ······················································ 3
3) 과학에 대한 정의적 영역 ·············································· 3
Ⅱ. 이론적 배경 및 선행연구 ·············································· 4
1. 이론적 배경 ··································································· 4
1) 통합 교육과정 ····························································· 4
2) STS 교육과 MST 교육 ··············································· 12
3) STEM 교육과 STEAM 교육 ········································ 13
2. 선행연구 ······································································ 17
Ⅲ. 연구 방법 및 과정 ······················································· 18
1. 교육과정 분석 ······························································· 18
2. 주제선정 ······································································ 18
3. STEAM 프로그램 개발 ··················································· 20
4. 적용 및 분석 ································································ 21
1) 프로그램 적용방법 설계 ··············································· 21
2) 검사도구 ·································································· 21
3) 분석방법 설계 ··························································· 22
Ⅳ. 연구 결과 및 논의 ······················································· 23
1. STEAM 프로그램 개발 결과 ············································ 23
2. 프로그램 적용 ······························································· 28
3. 프로그램 적용 결과 및 분석 ············································· 28
1) 프로그램 적용 결과 ····················································· 28
2) 결과 분석 ·································································· 30
Ⅴ. 결론 및 제언 ······························································· 31
1. 결론 ············································································ 31
2. 제언 ············································································ 31
참고문헌 ··········································································· 32
Abstract ·········································································· 36
부록 ·················································································· 38
[부록 1] STEAM 프로그램 안내서 ··········································· 38
[부록 2] 교수 · 학습 지도안 ··················································· 69
[부록 3] 과학에 대한 정의적 영역 검사지 ································ 78

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