Development of STEAM-based Economics Education Program for Students with Disabilities: Focusing on elementary school special class 장애학생을 위한 STEAM기반 경제교육 프로그램 개발원문보기
The purpose of this study is to develop a STEAM-based economic education program that supports the self-reliance of students with disabilities after graduation. To achieve this, a content system for this program was devised through a Delphi survey run by experts; furthermore, the validity was verifi...
The purpose of this study is to develop a STEAM-based economic education program that supports the self-reliance of students with disabilities after graduation. To achieve this, a content system for this program was devised through a Delphi survey run by experts; furthermore, the validity was verified by developing an implementation program. In this study, the draft based on previous research was revised and supplemented through interviews with advisory experts in special education, STEAM education, and economic education to form structured questionnaire items. The specific research results are as follows. First, the content system of the STEAM-based economics education program was structured through expert interviews, and the draft of the content dealt with in economics education for general students was structured into 8 major areas, 27 sub areas, and 51 content elements, and a Delphi survey was conducted. Second, through the Delphi survey, it was found that 6 major areas, 17 sub areas, and 34 content elements were appropriate. Third, the preliminary validity of the final program of STEAM-based economic education was verified for 7 students with disabilities in the special class of elementary school, and a positive effect was found. The results were discussed, and the necessity of establishing infrastructure for the implementation of STEAM-based economics education programs was suggested.
The purpose of this study is to develop a STEAM-based economic education program that supports the self-reliance of students with disabilities after graduation. To achieve this, a content system for this program was devised through a Delphi survey run by experts; furthermore, the validity was verified by developing an implementation program. In this study, the draft based on previous research was revised and supplemented through interviews with advisory experts in special education, STEAM education, and economic education to form structured questionnaire items. The specific research results are as follows. First, the content system of the STEAM-based economics education program was structured through expert interviews, and the draft of the content dealt with in economics education for general students was structured into 8 major areas, 27 sub areas, and 51 content elements, and a Delphi survey was conducted. Second, through the Delphi survey, it was found that 6 major areas, 17 sub areas, and 34 content elements were appropriate. Third, the preliminary validity of the final program of STEAM-based economic education was verified for 7 students with disabilities in the special class of elementary school, and a positive effect was found. The results were discussed, and the necessity of establishing infrastructure for the implementation of STEAM-based economics education programs was suggested.
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