이 논문은 최근 각광받는 과학 기술인 증강현실(AR), 가상현실(VR)을 활용한 과학 중심 융합인재교육(STEAM) 프로그램이 초등 영재학생들의 융합적(STEAM) 문제해결력과 과학 학습정서에 미치는 영향을 분석하여 과학 교육에 주는 시사점을 얻고자 하는데 그 목적이 있다. 이 연구에서는 한혜숙과 박현주(2015)가 개발한 STEAM 프로그램 분석틀을 기반으로 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램을 개발하고 수업 지도안 및 활동지를 제쟉하였다. 개발한 융합인재교육(STEAM) 프로그램은 초등과학교육 박사 1명, 박사과정 1명, 석사 1명, 석사과정 4명으로 구성된 교육 전문가의 검토를 받았다. 연구 대상은 서울특별시 A교육지원청 수·과학융합부문 영재로 선발된 4학년 39명이며 2019년 5월 22일부터 6월 19일까지 총 12차시를 적용하였다. 초등 영재학생들의 융합적(STEAM) 문제해결력에 미치는 효과를 분석하기 위해 심재호 외 3인(2017)이 개발한 초·중등학교 학생의 융합적 문제해결력(STEAM) 평가도구를 사용하였고 과학 학습정서에 미치는 효과를 분석하기 위해 김동현과 김효남(2013)이 개발한 초등학생 과학 학습정서 검사도구를 사용하였다. 사전·사후 검사 결과는 서울교육대학교가 개발한 I-statistics 통계프로그램의 종속표본 ...
이 논문은 최근 각광받는 과학 기술인 증강현실(AR), 가상현실(VR)을 활용한 과학 중심 융합인재교육(STEAM) 프로그램이 초등 영재학생들의 융합적(STEAM) 문제해결력과 과학 학습정서에 미치는 영향을 분석하여 과학 교육에 주는 시사점을 얻고자 하는데 그 목적이 있다. 이 연구에서는 한혜숙과 박현주(2015)가 개발한 STEAM 프로그램 분석틀을 기반으로 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램을 개발하고 수업 지도안 및 활동지를 제쟉하였다. 개발한 융합인재교육(STEAM) 프로그램은 초등과학교육 박사 1명, 박사과정 1명, 석사 1명, 석사과정 4명으로 구성된 교육 전문가의 검토를 받았다. 연구 대상은 서울특별시 A교육지원청 수·과학융합부문 영재로 선발된 4학년 39명이며 2019년 5월 22일부터 6월 19일까지 총 12차시를 적용하였다. 초등 영재학생들의 융합적(STEAM) 문제해결력에 미치는 효과를 분석하기 위해 심재호 외 3인(2017)이 개발한 초·중등학교 학생의 융합적 문제해결력(STEAM) 평가도구를 사용하였고 과학 학습정서에 미치는 효과를 분석하기 위해 김동현과 김효남(2013)이 개발한 초등학생 과학 학습정서 검사도구를 사용하였다. 사전·사후 검사 결과는 서울교육대학교가 개발한 I-statistics 통계프로그램의 종속표본 t-검증을 사용하여 분석하였으며 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램이 초등 영재학생들의 융합적(STEAM) 문제해결력과 과학 학습정서에 미치는 연구 결과를 요약하면 다음과 같다. 첫째, 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생들의 융합적(STEAM) 문제해결력을 향상시킨다. 융합적(STEAM) 문제해결력은 사고력, 설계 및 실행, 융합적인 소양의 3가지 요인으로 구성되어 있는데 사전·사후에 융합적(STEAM) 문제해결력 검사를 실시한 결과 사고력, 설계 및 실행, 융합적인 소양 요인 모두 p <.001 수준에서 유의한 효과가 있었다. 따라서 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 융합적(STEAM) 문제해결력 향상에 기여한다. 둘째, 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생들의 과학 학습정서에 긍정적인 영향을 준다. 사전·사후에 과학 학습정서 검사를 실시한 결과 즐거움·만족·흥미, 지루함, 불만, 분노, 불안, 귀찮음의 6가지 요인에서 유의한 효과가 있었다. 특히 분노, 불만, 귀찮음 요인은 p <.001 수준의 높은 유의도를 나타냈다. 따라서 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 과학 학습정서 향상에 긍정적인 영향을 준다. 이상의 연구 결과로부터 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 융합적(STEAM) 문제해결력을 향상시키는 데 효과적인 교수학습활동이며 과학 학습정서에 긍정적인 영향을 미치는 유용한 교수학습활동이라 생각된다.
이 논문은 최근 각광받는 과학 기술인 증강현실(AR), 가상현실(VR)을 활용한 과학 중심 융합인재교육(STEAM) 프로그램이 초등 영재학생들의 융합적(STEAM) 문제해결력과 과학 학습정서에 미치는 영향을 분석하여 과학 교육에 주는 시사점을 얻고자 하는데 그 목적이 있다. 이 연구에서는 한혜숙과 박현주(2015)가 개발한 STEAM 프로그램 분석틀을 기반으로 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램을 개발하고 수업 지도안 및 활동지를 제쟉하였다. 개발한 융합인재교육(STEAM) 프로그램은 초등과학교육 박사 1명, 박사과정 1명, 석사 1명, 석사과정 4명으로 구성된 교육 전문가의 검토를 받았다. 연구 대상은 서울특별시 A교육지원청 수·과학융합부문 영재로 선발된 4학년 39명이며 2019년 5월 22일부터 6월 19일까지 총 12차시를 적용하였다. 초등 영재학생들의 융합적(STEAM) 문제해결력에 미치는 효과를 분석하기 위해 심재호 외 3인(2017)이 개발한 초·중등학교 학생의 융합적 문제해결력(STEAM) 평가도구를 사용하였고 과학 학습정서에 미치는 효과를 분석하기 위해 김동현과 김효남(2013)이 개발한 초등학생 과학 학습정서 검사도구를 사용하였다. 사전·사후 검사 결과는 서울교육대학교가 개발한 I-statistics 통계프로그램의 종속표본 t-검증을 사용하여 분석하였으며 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램이 초등 영재학생들의 융합적(STEAM) 문제해결력과 과학 학습정서에 미치는 연구 결과를 요약하면 다음과 같다. 첫째, 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생들의 융합적(STEAM) 문제해결력을 향상시킨다. 융합적(STEAM) 문제해결력은 사고력, 설계 및 실행, 융합적인 소양의 3가지 요인으로 구성되어 있는데 사전·사후에 융합적(STEAM) 문제해결력 검사를 실시한 결과 사고력, 설계 및 실행, 융합적인 소양 요인 모두 p <.001 수준에서 유의한 효과가 있었다. 따라서 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 융합적(STEAM) 문제해결력 향상에 기여한다. 둘째, 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생들의 과학 학습정서에 긍정적인 영향을 준다. 사전·사후에 과학 학습정서 검사를 실시한 결과 즐거움·만족·흥미, 지루함, 불만, 분노, 불안, 귀찮음의 6가지 요인에서 유의한 효과가 있었다. 특히 분노, 불만, 귀찮음 요인은 p <.001 수준의 높은 유의도를 나타냈다. 따라서 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 과학 학습정서 향상에 긍정적인 영향을 준다. 이상의 연구 결과로부터 증강현실과 가상현실을 활용한 과학 중심 융합인재교육(STEAM) 프로그램은 초등 영재학생의 융합적(STEAM) 문제해결력을 향상시키는 데 효과적인 교수학습활동이며 과학 학습정서에 긍정적인 영향을 미치는 유용한 교수학습활동이라 생각된다.
Modern society is an age when creativity and diversity are emphasized. It is important to create results by selectively selecting and using innovative science and technology and content that meets the goal to be reached. Therefore, an essential element of good talent in modern society is STEAM abili...
Modern society is an age when creativity and diversity are emphasized. It is important to create results by selectively selecting and using innovative science and technology and content that meets the goal to be reached. Therefore, an essential element of good talent in modern society is STEAM ability. STEAM ability is the ability to judge and converge helpful ideas in various fields such as science, mathematics, technical engineering and art to solve problems and create their own creations. For this reason, the Ministry of Education has long developed STEAM programs that can cultivate STEAM ability and has continued to provide institutional and financial support to help students experience STEAM education effectively. The purpose of this study is to obtain implications for science education by analyzing the effects of science-focused STEAM program using AR(Augmented Reality) and VR(Virtual Reality), which have been in the spotlight recently, on the problem solving ability and science academic emotion of elementary gifted students. In order to cultivate STEAM ability, it is important to develop convergent and creative problem solving ability by properly using knowledge and skills in various areas in a problem situation. In addition, since emotion is a sub-element included in the affective attitude and is closely related to scientific attitude, this study has set two research elements. One is STEAM problem solving ability of the cognitive aspect and The other is science academic emotion of the affective attitude in science learning. In this study, based on the STEAM program analysis framework developed by Hye-Sook Han and Hyun-Ju Park (2015), a science-oriented STEAM program using AR and VR was developed and instructional plans and activities were proposed. The developed STEAM program was reviewed by education experts consisting of one doctor, two doctoral students, one master, four master's students in elementary science education. The subjects of the study were 39 students in 4th grade who were selected as gifted in seoul district office of education. And a total of 12 times was applied from May 22 to June 19, 2019. In order to analyze the effect of elementary gifted students on STEAM problem solving ability, this study used evaluation tool developed by Sim Jae-ho and 3 others (2017). And to analyze the effect of science academic emotion, we used test tool developed by Kim Dong-hyun and Kim Hyo-nam (2013). The results of pre and post test were analyzed using the t-test of the I-statistics program developed by Seoul National University of Education. The results of research on problem solving ability and science academic emotion are summarized as follows. First, the science-focused STEAM program using AR and VR improves STEAM problem solving ability of gifted students in elementary school. STEAM problem solving ability consists of three factors: thinking ability, design-execution and convergence. All had significant effect at p <0.001 level. Therefore the science-focused STEAM program using AR and VR contributes to the improvement in STEAM problem solving ability of elementary gifted students. Analyzing the reasons for these results, through activities to organize various terrains in students' own language, students can cultivate logical and critical thinking skills. Also through devising and selecting the optimal ideas with high efficiency, students can cultivate creative and economic thinking skills. In addition, when producing their own submarine topography exploration robot, through reflecting science and technology principles and experiencing a problem-solving process, factors of design-execution and convergence were significantly improved. Second, the science-focused STEAM program using AR and VR has a positive effect on science academic emotion of gifted students in elementary school. Science academic emotion is composed of seven factors: joy-satisfaction-excitement, boredom, shame, dissatisfaction, anger, anxiety and annoyance. There were significant effects on six factors: joy-satisfaction-excitement, boredom, dissatisfaction, anger, anxiety and annoyance. In particular, factors of anger, dissatisfaction and annoyance showed high significance at p <0.001 level. Therefore, the science-focused STEAM program using AR and VR has a positive effect on improving science academic emotion for elementary gifted students. Analyzing the reason for these results, there was a significant effect on the factors of joy-satisfaction-excitement, boredom, annoyance because they explored using a new medium called AR·VR. By using self-adjustable devices, students performed activities and applied elements from various fields such as science, mathematics, technical engineering and art. So they can develop their ability to control emotional states such as anger and dissatisfaction. In addition, the Science-focused STEAM program was not a class aimed at outcomes or test results. So, STEAM program had a significant effect on anxiety factors. From the above results, I think that the science-focused STEAM program using AR and VR is an effective teaching and learning education to improve STEAM problem solving ability and science academic emotion of elementary gifted students.
Modern society is an age when creativity and diversity are emphasized. It is important to create results by selectively selecting and using innovative science and technology and content that meets the goal to be reached. Therefore, an essential element of good talent in modern society is STEAM ability. STEAM ability is the ability to judge and converge helpful ideas in various fields such as science, mathematics, technical engineering and art to solve problems and create their own creations. For this reason, the Ministry of Education has long developed STEAM programs that can cultivate STEAM ability and has continued to provide institutional and financial support to help students experience STEAM education effectively. The purpose of this study is to obtain implications for science education by analyzing the effects of science-focused STEAM program using AR(Augmented Reality) and VR(Virtual Reality), which have been in the spotlight recently, on the problem solving ability and science academic emotion of elementary gifted students. In order to cultivate STEAM ability, it is important to develop convergent and creative problem solving ability by properly using knowledge and skills in various areas in a problem situation. In addition, since emotion is a sub-element included in the affective attitude and is closely related to scientific attitude, this study has set two research elements. One is STEAM problem solving ability of the cognitive aspect and The other is science academic emotion of the affective attitude in science learning. In this study, based on the STEAM program analysis framework developed by Hye-Sook Han and Hyun-Ju Park (2015), a science-oriented STEAM program using AR and VR was developed and instructional plans and activities were proposed. The developed STEAM program was reviewed by education experts consisting of one doctor, two doctoral students, one master, four master's students in elementary science education. The subjects of the study were 39 students in 4th grade who were selected as gifted in seoul district office of education. And a total of 12 times was applied from May 22 to June 19, 2019. In order to analyze the effect of elementary gifted students on STEAM problem solving ability, this study used evaluation tool developed by Sim Jae-ho and 3 others (2017). And to analyze the effect of science academic emotion, we used test tool developed by Kim Dong-hyun and Kim Hyo-nam (2013). The results of pre and post test were analyzed using the t-test of the I-statistics program developed by Seoul National University of Education. The results of research on problem solving ability and science academic emotion are summarized as follows. First, the science-focused STEAM program using AR and VR improves STEAM problem solving ability of gifted students in elementary school. STEAM problem solving ability consists of three factors: thinking ability, design-execution and convergence. All had significant effect at p <0.001 level. Therefore the science-focused STEAM program using AR and VR contributes to the improvement in STEAM problem solving ability of elementary gifted students. Analyzing the reasons for these results, through activities to organize various terrains in students' own language, students can cultivate logical and critical thinking skills. Also through devising and selecting the optimal ideas with high efficiency, students can cultivate creative and economic thinking skills. In addition, when producing their own submarine topography exploration robot, through reflecting science and technology principles and experiencing a problem-solving process, factors of design-execution and convergence were significantly improved. Second, the science-focused STEAM program using AR and VR has a positive effect on science academic emotion of gifted students in elementary school. Science academic emotion is composed of seven factors: joy-satisfaction-excitement, boredom, shame, dissatisfaction, anger, anxiety and annoyance. There were significant effects on six factors: joy-satisfaction-excitement, boredom, dissatisfaction, anger, anxiety and annoyance. In particular, factors of anger, dissatisfaction and annoyance showed high significance at p <0.001 level. Therefore, the science-focused STEAM program using AR and VR has a positive effect on improving science academic emotion for elementary gifted students. Analyzing the reason for these results, there was a significant effect on the factors of joy-satisfaction-excitement, boredom, annoyance because they explored using a new medium called AR·VR. By using self-adjustable devices, students performed activities and applied elements from various fields such as science, mathematics, technical engineering and art. So they can develop their ability to control emotional states such as anger and dissatisfaction. In addition, the Science-focused STEAM program was not a class aimed at outcomes or test results. So, STEAM program had a significant effect on anxiety factors. From the above results, I think that the science-focused STEAM program using AR and VR is an effective teaching and learning education to improve STEAM problem solving ability and science academic emotion of elementary gifted students.
AI-Helper
※ AI-Helper는 부적절한 답변을 할 수 있습니다.