초등기술기반 STEAM 교육이 초등학생의 기술적 태도에 미치는 영향 - ‘나만의 3D 입체 이미지 만들기’와 ‘QR코드로 명함 만들기’를 중심으로 Effect of Elementary Technology-Based STEAM Education on Attitude toward Technology of Elementary School Students
이 연구는 ‘나만의 3D 입체 이미지 만들기’와 ‘QR코드로 명함 만들기’의 기술적 활동을 중심으로 초등기술기반 STEAM 교육이 초등학생의 기술적 태도에 미치는 영향을 알아보기 위하여 수행되었다. 연구의 목적을 달성하기 위해 다음과 같은 영가설을 설정하였다.
초등기술기반 STEAM 교육을 적용하기 전과 후의 초등학생의 기술적 태도는 ①기술에 대한 흥미, ②기술의 성 역할, ③기술의 중요성과 영향, ④기술의 접근 용이성, ⑤기술과 학교수업, ⑥기술 관련 진로, ⑦기술과 창의적 활동과 같은 하위 요소에서 유의미한 차이가 없을 것이다.
가설을 검증하기 위하여 ○○초등학교 6학년 26명을 대상으로 ‘방과후학교’ 활동에 ‘단일집단 사전 사후검사 설계’모형을 적용하였다. 수집된 자료는 대응표본 t-검증 실시하여 통계 분석하였다.
연구 결과는 다음과 같다.
첫째, 초등기술기반 STEAM 교육은 초등학생의 기술적 태도 향상에 효과적이었다.
둘째, 초등기술기반 STEAM 교육은 초등학생의 기술에 대한 흥미, 기술의 중요성과 영향, 기술과 학교수업, 기술 관련 진로, 창의적 활동에 관한 태도를 높이는데 효과적이었다.
셋째, 초등기술기반 STEAM 교육은 초등학생의 기술의 성 역할, 기술의 접근 용이성에 관한 태도를 향상시키는데 효과적이지 못했다.
이 연구는 ‘나만의 3D 입체 이미지 만들기’와 ‘QR코드로 명함 만들기’의 기술적 활동을 중심으로 초등기술기반 STEAM 교육이 초등학생의 기술적 태도에 미치는 영향을 알아보기 위하여 수행되었다. 연구의 목적을 달성하기 위해 다음과 같은 영가설을 설정하였다.
초등기술기반 STEAM 교육을 적용하기 전과 후의 초등학생의 기술적 태도는 ①기술에 대한 흥미, ②기술의 성 역할, ③기술의 중요성과 영향, ④기술의 접근 용이성, ⑤기술과 학교수업, ⑥기술 관련 진로, ⑦기술과 창의적 활동과 같은 하위 요소에서 유의미한 차이가 없을 것이다.
가설을 검증하기 위하여 ○○초등학교 6학년 26명을 대상으로 ‘방과후학교’ 활동에 ‘단일집단 사전 사후검사 설계’모형을 적용하였다. 수집된 자료는 대응표본 t-검증 실시하여 통계 분석하였다.
연구 결과는 다음과 같다.
첫째, 초등기술기반 STEAM 교육은 초등학생의 기술적 태도 향상에 효과적이었다.
둘째, 초등기술기반 STEAM 교육은 초등학생의 기술에 대한 흥미, 기술의 중요성과 영향, 기술과 학교수업, 기술 관련 진로, 창의적 활동에 관한 태도를 높이는데 효과적이었다.
셋째, 초등기술기반 STEAM 교육은 초등학생의 기술의 성 역할, 기술의 접근 용이성에 관한 태도를 향상시키는데 효과적이지 못했다.
The purpose of this study was to verify the effects of the elementary technology –based STEAM education on attitude toward technology of elementary school students. The following null hypothesis was stated for the purpose of the study: There is no significant differences of attitude towar...
The purpose of this study was to verify the effects of the elementary technology –based STEAM education on attitude toward technology of elementary school students. The following null hypothesis was stated for the purpose of the study: There is no significant differences of attitude toward technology of elementary school students before and after applied the elementary technology-based STEAM education in sub-elements ① interest in the technology, ② technology"s gender role, ③ technology"s importance and influence, ④ accessibility to technology, ⑤ technology and school curriculum, ⑥ technology-related career, and ⑦ technology and creative activity. One-Group Pretest-Posttest Design was applied to "After-school" activities of ○○ elementary school for this experimental research. The questionnaire was composed of 62 questions developed by Lee and was modified to suit the level of elementary school students. The data were collected and interpreted statistically by paired samples t-test using SPSS(ver.15). The results of the study were as follow: First, the elementary technology-based STEAM education was effective in raising technological attitude of elementary school students. Second, the elementary technology-based STEAM education was effective in enhancing attitude of elementary school students on interest in technology, technology"s importance and influence, technology and school curriculum, technology-related career, and creative activity. Third, the elementary technology-based STEAM education was not effective in improving attitude on technology"s gender role and accessibility to technology of elementary school students.
The purpose of this study was to verify the effects of the elementary technology –based STEAM education on attitude toward technology of elementary school students. The following null hypothesis was stated for the purpose of the study: There is no significant differences of attitude toward technology of elementary school students before and after applied the elementary technology-based STEAM education in sub-elements ① interest in the technology, ② technology"s gender role, ③ technology"s importance and influence, ④ accessibility to technology, ⑤ technology and school curriculum, ⑥ technology-related career, and ⑦ technology and creative activity. One-Group Pretest-Posttest Design was applied to "After-school" activities of ○○ elementary school for this experimental research. The questionnaire was composed of 62 questions developed by Lee and was modified to suit the level of elementary school students. The data were collected and interpreted statistically by paired samples t-test using SPSS(ver.15). The results of the study were as follow: First, the elementary technology-based STEAM education was effective in raising technological attitude of elementary school students. Second, the elementary technology-based STEAM education was effective in enhancing attitude of elementary school students on interest in technology, technology"s importance and influence, technology and school curriculum, technology-related career, and creative activity. Third, the elementary technology-based STEAM education was not effective in improving attitude on technology"s gender role and accessibility to technology of elementary school students.
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