[논문]STEAM 프로그램이 예비 과학교사의 의사소통역량에 미치는 영향: STEAM 교육에 대한 경험과 성찰

김선영; 전재형

doi:10.21796/jse.2019.43.1.136

STEAM 프로그램이 예비 과학교사의 의사소통역량에 미치는 영향: STEAM 교육에 대한 경험과 성찰
The Effects of STEAM Program on Preservice Science Teachers' Communication Competency: Their Experiences and Reflection on STEAM Education 원문보기

과학교육연구지 : 경북대학교 과학교육연구소 = Journal of science education, v.43 no.1, 2019년, pp.136 - 156

김선영 (조선대학교) , 전재형 (광덕고등학교)

초록
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본 연구는 예비 과학교사들을 대상으로 STEAM 프로그램을 개발 적용한 후 의사소통역량에 미치는 영향을 살펴보았다. 또한 예비 과학교사들이 STEAM 프로그램을 경험한 후 그들의 경험에 대해 어떠한 성찰을 하는지 면밀히 살펴보았다. 본 연구는 단일그룹 사전-사후 검사 설계로 양적자료와 질적자료 모두를 활용한 혼합 연구이다. STEAM 프로그램은 STEAM에 대한 이론적 배경 소개(4차시), 과학기반 4가지 주제의 STEAM 활동에의 참여(16차시), 그리고 STEAM 프로그램에 대한 성찰(2차시)로 구성되었다. 예비 과학교사들은 STEAM 프로그램 후 의사소통역량이 향상되었다. 특히 예비 과학교사들은 의사소통역량의 하위요소 중 정보수집과 경청으로 이루어진 해석능력, 자기제시능력, 타인관점이해 능력이 향상되었다. 또한, 예비 과학교사들은 STEAM 프로그램에 대한 성찰을 통해 상황제시 단계에서 실생활과 관련되어 있거나 사회적 당면한 문제이기 때문에 문제해결의 필요성을 느끼고 호기심이 유발되었다고 하였다. 창의적 설계 단계에서 예비 과학교사들은 모둠원의 합의, 일상생활의 실용 가능성, 기존 경험에 의한 최상의 선택, 그리고 설득력 강한 주장에 의해 최종 아이디어가 선택되었다고 하였다. STEAM 활동에 몰입할 수 있었던 이유로는 융합적 사고의 적용, 실생활 관련 문제, 모둠원 간의 소통이라고 답하였다.

Abstract ▼ AI-Helper

This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	융합인재교육(STEAM)이란?	이러한 시대적·사회적 요구를 반영하여 문제 해결 능력 및 융합적 사고를 기르기 위해 융합인재교육(STEAM)이 강화되고 있다(MEST, 2011). 융합인재교육(STEAM)은 과학, 기술, 공학, 예술, 수학 등의 여러 분야의 지식의 융합, 문제해결력의 함양, 타인과의 협력을 바탕으로 한 융합적 소양을 갖춘 인재를 양성하는 교육이다(Baek et al., 2011; KOFAC, 2012).
	STEAM 활동에 몰입할 수 있었던 이유는?	창의적 설계 단계에서 예비 과학교사들은 모둠원의 합의, 일상생활의 실용 가능성, 기존 경험에 의한 최상의 선택, 그리고 설득력 강한 주장에 의해 최종 아이디어가 선택되었다고 하였다. STEAM 활동에 몰입할 수 있었던 이유로는 융합적 사고의 적용, 실생활 관련 문제, 모둠원 간의 소통이라고 답하였다.
	현대사회에서 융합인재교육(STEAM)이 강화되고 있는 이유는?	현대사회에서 과학기술의 발달은 가속화되고 있으며, 끊임없이 새로운 지식과 정보가 생성됨에 따라 다양한 문제가 발생하고 있다. 현대사회의 다양한 문제는 개인이 가진 지식만으로 해결하기 어려워지고 있으며, 구성원 간의 협력과 소통을 통한 융합적 사고에 기반한 문제해결능력을 바탕으로 합리적 의사결정을 요하는 일이 많아지고 있다. 이러한 시대적·사회적 요구를 반영하여 문제 해결 능력 및 융합적 사고를 기르기 위해 융합인재교육(STEAM)이 강화되고 있다(MEST, 2011).

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