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NTIS 바로가기대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.8 no.2, 2015년, pp.183 - 192
The purpose of this study was to identify STEAM education program fit for club activities in consideration of the present curriculum and investigate its effect on science club students' self-efficacy and attitude toward science by applying it to science club students. In consideration of such chapte...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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창의적 체험활동은 무엇으로 구성되는가? | 폭넓은 인성교육이 이루어지도록 실시되고 있는 창의적 체험활동은 자율활동, 진로활동, 동아리활동, 봉사활동으로 구성되는데, 그중 동아리활동은 학교나 사회에서 같은 관심사를 갖는 사람들이 모여서 취미나 적성, 가치관과 생각을 나누고 교류하며 스스로 모여 자체적으로 하는 활동으로써 학생들의 학교 적응력을 향상시키고, 인성과 정의적 특성을 발달시키는 데 효과가 있다고 보고되고 있다(Hur & Kang, 2010; Song et al., 2012). | |
STEAM활동에 대한 교사들의 인식은 어떠한가? | 그러나 학교 현장에서 과학을 가르치고 있는 교사들의 STEAM활동에 대한 인식을 조사한 결과를 보면, 교사들은 STEAM에 대해 전반적으로 이해 및 수업의 효과에 대해 만족하고는 있으나 수업 준비의 어려움, 수업에 대한 부담감 등으로 인해 정규 교과 내에서 활동을 하는 데 어려움을 가지고 있다고 보고되고 있다(Ahn & Kwon, 2012; Han & Lee, 2012; Geum & Bae, 2012; Shin & Han, 2011). | |
어떤 문제를 해소하기 위해 우리나라에서 2012년 부터 과학교육에 STEAM활동을 도입하였나? | 한편, TIMSS 2011 평가 결과에 따르면 우리나라 과학의 성취도는 43개국 중 3위, 자신감은 26개국 중 26위, 흥미는 26개국 중 24위를 차지하며 인지적인 측면에 비해 정의적 측면이 낮게 나타나고 있다(KICE, 2012). 이렇게 최근 우리나라에서는 학생들의 과학에 대한 흥미도 및 자신감이 매우 떨어져 있다. 이러한 부분에 문제의식을 갖은 우리나라의 과학교육계에서는 2012년부터 과학교육에 STEAM활동을 도입하여 이를 해소하고자 노력하고 있다. |
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