[논문]사회정서학습 기반의 학교 밖 STEAM 프로그램의 효과

이현주; 이수영; 정재은; 이새별; 최은혜; 곽이랑; 김영화; 장혜원

doi:10.15267/keses.2022.41.4.740

사회정서학습 기반의 학교 밖 STEAM 프로그램의 효과
Effects of Out-of-school STEAM Programs Based on Social-Emotional Learning 원문보기

초등과학교육 = Journal of Korean elementary science education, v.41 no.4, 2022년, pp.740 - 753

이현주 (동부초등학교) , 이수영 (서울교육대학교) , 정재은 (서울인헌초등학교) , 이새별 (서울교육대학교부설초등학교) , 최은혜 (서울은천초등학교) , 곽이랑 (한신초등학교) , 김영화 (서울교육대학교) , 장혜원 (서울교육대학교)

초록
AI-Helper

본 연구의 목적은 교육 소외계층 저학년을 위한 사회정서학습기반의 학교밖 STEAM 프로그램 모형을 개발하고 적용하는 것이다. 이를 위해 사회정서학습(Social Emotional Learning, SEL) 기반 STEAM 프로그램을 개발하였고, 그 특징은 다음과 같다. 첫째, 본 프로그램에는 전통적인 STEAM 학습요소와 SEL 요소를 통합하여, 마음 챙김 명상-상황제시-창의적 설계-감성적 체험-성찰과 같은 일관된 구성 체계로 설계하였다. 둘째, 초등학생들이 일상생활 속 문제상황에서 수학적 사고와 과학적 탐구능력을 기를 수 있도록 구성하였다. 셋째, 각 STEAM 프로그램별 세부 주제를 스토리텔링 문제 상황과 놀이 및 교감 중심 활동으로 구성하여 교육 소외계층 아동들의 학습 요구를 반영하였다. 이러한 특징을 바탕으로 총 33차시의 5개의 프로그램을 개발하여 전국 16개 지역아동센터의 16명의 교사와 354명의 초등 저학년 학생에게 시범 적용하였고, 그 결과는 다음과 같다. 첫째, STEAM 프로그램에 대한 전체 학생의 만족도는 4.16이었으며, 학생 성별에 따른 STEAM 만족도의 유의한 차이는 없었다. 둘째 전체 학생의 STEAM 태도의 하위 영역 중 흥미와 자아효능감은 유의하게 향상되었으나, 학생 성별에 따른 STEAM 태도의 유의한 차이는 없었다. 셋째, 전체 학생의 전체 사회정서학습 역량의 향상이 유의하지는 않았지만, 관계 기술은 유의하게 향상되었으며, 학생 성별에 따른 사회정서학습 역량의 유의한 차이는 없었다. 이러한 결과를 바탕으로 교육 소외계층을 위한 학교 밖 STEAM 프로그램의 효과에 관한 논의와 함께 후속 연구에 대한 방향을 제언하였다.

Abstract ▼ AI-Helper

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

주제어

표/그림 (10)

표 Table 1. Profiles of the participants [단위: 명 (%)]
표 Table 2. Summary of SEL based out-of-school STEAM program for lower elementary students
표 Table 3. Profiles of the participants in each program [단위: 명 (%)]
표 Table 7. STEAM attitude changes by student gender
표 Table 4. Results for STEAM program satisfaction
표 Table 5. Satisfaction t-test results by gender
표 Table 6. Results of pre-post change by sub-area of STEAM attitude of all students
표 Table 8. STEAM attitude t-test results by student gender
표 Table 9. Results of pre-post change by sub-area of SEL of all students
표 Table 10. SEL t-test sesults by student gender

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