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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.5, 2019년, pp.573 - 584
It is necessary to look at the essence of STEAM education from the viewpoint of the teacher who is the subject of education execution. We carry out questionnaires and telephone interviews for the purpose, definition, change, etc. of STEAM education from eight elementary, middle, and high teachers wh...
핵심어 | 질문 | 논문에서 추출한 답변 |
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STEAM 교육의 장점은 무엇인가? | STEAM 교육의 준거틀은 STEAM 교육의 독창성과 체계성을 구축하는 받침이 될 수 있으나 STEAM 교육의 문턱을 높일 수 있는 양날의 검과 같다. STEAM 교육의 가장 큰 장점은 학생들이 문제를 해결하는 과정을 구체화시키면서 문제해결력을 함양하고, 사고의 폭을 넓히며 협동의 중요성을 인식할 수 있다는 것이지만, 준거틀에 갇혀 이러한 의미가 부각되지 못하는 경우가 종종 발생한다. 따라서 이러한 의미를 구현할 수 있도록 준거틀에서 반드시 필요한 부분은 강조하고, 나머지의 기준을 최소화할 필요가 있다. | |
STEAM교육의 자생적 확산이 이루어지지 않는 이유는? | 2011년부터 시도된 STEAM 교육은 여전히 자생적 확산은 어려운 상태이다. STEAM 교육의 확산이 자율적으로 일어나지 않는데는 STEAM 교육의 정체성 부족과 이로 인한 교사들의 혼란, 정책의 변화로 인한 현실과의 괴리가 있기 때문이다. 따라서 교사들의 경험적 지식을 활용한 현장 적용에 관련된 연구에서 벗어나 주로 전문연구자들에 의해 이루어졌던 STEAM 교육에 대한 본질을 교육 실행의 주체인 교사의 눈에서 바라보고 한계와 방향성을 모색할 필요가 있다. | |
유형적 분석법이란 무엇인가? | 수집된 자료는 전반적으로 유형적 분석법(Lecompte & Preissle, 1993)을 활용하였다. 유형적 분석법이란 연구 중인 전체 현상을 구성 요소로 분해하기 위해 어떤 규준에 근거하여 관찰된 모든 것을 집단 또는 범주로 구분하는 것으로, 각 문항에 해당하는 교사 전문가의 답안을 1차로 분류하였으며 각 답안을 대표할 수 있는 몇 가지 핵심 표현을 기록하였다. 각 문항별로 교사 전문가의 핵심 표현을 모은 후 공통적으로 포괄할 수 있는 핵심 개념을 찾아 기록하였으며, 다시 데이터를 확인하며 데이터 속에 이러한 핵심 개념이 내포되어 있는지 확인하였다. |
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