The purpose of this study is to develop environment-friendly STEAM education program for young children and to examine the effects of environment-friendly STEAM educational program for young children’s environment-friendly attitude, scientific inquiry ability and creative problem solving ability. To...
The purpose of this study is to develop environment-friendly STEAM education program for young children and to examine the effects of environment-friendly STEAM educational program for young children’s environment-friendly attitude, scientific inquiry ability and creative problem solving ability. To achieve the goal of the research, two study questions have been set up as the following:
1. What is the procedure and curriculum for developing Environment-Friendly STEAM Education Program for Young Children?
2. What is the effect of Environment-Friendly STEAM Education Program for Young Children?
2-1. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s environment-friendly attitude?
2-2. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s scientific inquiry ability?
2-3. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s creative problem solving ability?
Following the study questions, a literature research was conducted to develop environment-friendly STEAM education program for young children based on other scholars’ precedent literatures. According to the fundamental research and preliminary programs, the purpose, contents, teaching method and evaluation of environment-friendly STEAM education program for young children was organized and verified by 7 experts in early childhood education.
The purpose of Environment-Friendly STEAM Education Program is to educate young children’s inquiry and creative thinking abilities based on environment-friendly interdisciplinary activity in everyday life.
The environment-friendly STEAM education program involves two different groups of elements. Firstly, environment-friendly elements: respect for life, interest in natural, animals, plants, water, air, earth, trees, light, colors, sound, recycling, weather and natural disaster. The second group includes STEAM elements such as: science, technology, engineering, arts and mathematics.
The teaching method of environment-friendly STEAM education program has 5 steps which are situation awareness, planning, exploration, expressing and emotional discussion.
The evaluation of environment-friendly STEAM education program is made up of both child evaluation and early childhood education program evaluation.
The program was experimented with 5-year-old children for 16 weeks. Environment-friendly attitude assessment scale (made by Musser and Diamond) revised by Huh(2001), scientific inquiry ability (by Martin) revised by Lee(2000) and creative problem solving ability (by Treffinger) revised by Lee(2010) were applied to evaluate the result. The statistics were appraised by ANOVA (IBM SPSS Statistics 22).
The result of this study was as follows:
1. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s environment-friendly attitude.
2. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s scientific inquiry ability.
3. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s creative problem solving ability.
In conclusion, environment-friendly STEAM education program for young children improved 5-year-old children’s environment-friendly attitude, scientific inquiry ability and creative problem solving capability. Therefore, this research proves that the applied model is also applicable even to young children.
The purpose of this study is to develop environment-friendly STEAM education program for young children and to examine the effects of environment-friendly STEAM educational program for young children’s environment-friendly attitude, scientific inquiry ability and creative problem solving ability. To achieve the goal of the research, two study questions have been set up as the following:
1. What is the procedure and curriculum for developing Environment-Friendly STEAM Education Program for Young Children?
2. What is the effect of Environment-Friendly STEAM Education Program for Young Children?
2-1. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s environment-friendly attitude?
2-2. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s scientific inquiry ability?
2-3. What is the effect of Environment-Friendly STEAM Education Program for Young Children on young children’s creative problem solving ability?
Following the study questions, a literature research was conducted to develop environment-friendly STEAM education program for young children based on other scholars’ precedent literatures. According to the fundamental research and preliminary programs, the purpose, contents, teaching method and evaluation of environment-friendly STEAM education program for young children was organized and verified by 7 experts in early childhood education.
The purpose of Environment-Friendly STEAM Education Program is to educate young children’s inquiry and creative thinking abilities based on environment-friendly interdisciplinary activity in everyday life.
The environment-friendly STEAM education program involves two different groups of elements. Firstly, environment-friendly elements: respect for life, interest in natural, animals, plants, water, air, earth, trees, light, colors, sound, recycling, weather and natural disaster. The second group includes STEAM elements such as: science, technology, engineering, arts and mathematics.
The teaching method of environment-friendly STEAM education program has 5 steps which are situation awareness, planning, exploration, expressing and emotional discussion.
The evaluation of environment-friendly STEAM education program is made up of both child evaluation and early childhood education program evaluation.
The program was experimented with 5-year-old children for 16 weeks. Environment-friendly attitude assessment scale (made by Musser and Diamond) revised by Huh(2001), scientific inquiry ability (by Martin) revised by Lee(2000) and creative problem solving ability (by Treffinger) revised by Lee(2010) were applied to evaluate the result. The statistics were appraised by ANOVA (IBM SPSS Statistics 22).
The result of this study was as follows:
1. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s environment-friendly attitude.
2. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s scientific inquiry ability.
3. Environment-Friendly STEAM Education Program for Young Children made significant effect on young children’s creative problem solving ability.
In conclusion, environment-friendly STEAM education program for young children improved 5-year-old children’s environment-friendly attitude, scientific inquiry ability and creative problem solving capability. Therefore, this research proves that the applied model is also applicable even to young children.
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